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ERIC Number: EJ931350
Record Type: Journal
Publication Date: 2004
Pages: 3
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-0269-2465
Why Do Bees Sting? Reflecting on Talk in Science Lessons
Boctor, Sonia; Rowell, Patricia M.
Primary Science Review, n82 p15-17 Mar-Apr 2004
Learning science in a meaningful way involves more than doing a series of activities directed towards anticipated outcomes. Learning science entails teacher and children talking together as "co-constructors" of knowledge (Barnes, 1976). Karen Gallas (1995) has described her long-term observations of the kinds of talk which contribute to a co-construction of knowledge in primary science classrooms. An essential feature of this talk is that children's ideas are taken seriously by everyone in the classroom. Sonia teaches a year 1 class in an urban bilingual (Arabic) school in the Western Canadian province of Alberta. English is a second language for a majority of the 28 6-year olds in the class. After reading Gallas's book during a graduate class, Sonia kept a journal of the patterns of talk in a short sequence of science lessons. In this way, she was able to "listen" in a different way, exploring the talk for its intentions and ideas, and asking questions such as "I wonder what he/she means here?" In this article, Sonia describes the talk in these lessons, and then offers a reflective commentary.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada