An Analysis of the Supports and Constraints for Scientific Discussion in High School Project-Based Science

Autor/inn/en	Alozie, Nonye M.; Moje, Elizabeth Birr; Krajcik, Joseph S.
Titel	An Analysis of the Supports and Constraints for Scientific Discussion in High School Project-Based Science
Quelle	In: Science Education, 94 (2010) 3, S.395-427 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Discourse Communities; High Schools; Secondary School Teachers; Science Curriculum; Secondary School Science; Student Projects; Teaching Methods; Discussion (Teaching Technique); Inquiry; Conventional Instruction; Learning Theories; Social Theories; Genetics; Urban Schools; African American Students; Teacher Student Relationship; Interaction + Suchen Sie Ihr Suchwort? High school; Oberschule; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Gesellschaftstheorie; Humangenetik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	One goal of project-based science is to promote the development of scientific discourse communities in classrooms. Holding rich high school scientific discussions is challenging, especially when the demands of content and norms of high school science pose challenges to their enactment. There is little research on how high school teachers enact scientific discussions using project-based science curricula, making the kinds of necessary embedded supports unclear. To address that gap in the research literature, this study analyzed curriculum supports and embedded educative features for the enactment of science discussions in one high school project-based science curriculum. Through a study of teacher enactment and a comparison of the curriculum discussion supports, we observed that while teachers increased their attempts to engage in inquiry-based discussion practices where supports were offered, they relied on heavily on traditional "recitation" formats, demonstrating that existing curricular supports were not developed enough to support dialogic classroom interactions. We hypothesize about conditions that may contribute to the pervasiveness of typical discourse practices in high school science discussions. We argue for expanded curricular discussion supports for teachers and design research on developing discussions in high school project-based science classrooms to examine how such supports are taken up, dismissed, or modified in practice. (Contains 2 tables and 1 footnote.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10