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ERIC Number: EJ943060
Record Type: Journal
Publication Date: 2011-Sep
Pages: 22
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0022-4308
Investigating and Theorizing Discourse during Analogy Writing in Chemistry
Bellocchi, Alberto; Ritchie, Stephen M.
Journal of Research in Science Teaching, v48 n7 p771-792 Sep 2011
Explanations of the role of analogies in learning science at a cognitive level are made in terms of creating bridges between new information and students' prior knowledge. In this empirical study of learning with analogies in an 11th grade chemistry class, we explore an alternative explanation at the "social" level where analogy shapes classroom discourse. Students in the study developed analogies within small groups and with their teacher. These classroom interactions were monitored to identify changes in discourse that took place through these activities. Beginning from socio-cultural perspectives and hybridity, we investigated classroom discourse during analogical activities. From our analyses, we theorized a "merged discourse" that explains how the analog discourse becomes intertwined with the target discourse generating a transitional state where meanings, signs, symbols, and practices are in flux. Three categories were developed that capture how students intertwined the analog and target discourses--merged words, merged utterances/sentences, and merged practices. (Contains 1 table and 3 notes.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia