Contrasting Stories of Inclusion/Exclusion in the Chemistry Classroom

Autor/inn/en	Gomes, Maria de Fatima Cardoso; Mortimer, Eduardo F.; Kelly, Gregory J.
Titel	Contrasting Stories of Inclusion/Exclusion in the Chemistry Classroom
Quelle	In: International Journal of Science Education, 33 (2011) 6, S.747-772 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Private Schools; Chemistry; High School Students; Public Schools; Inclusion; Student Motivation; Interaction; Learning Motivation; Discourse Analysis; Classroom Communication; Learner Engagement; Group Activities; Cooperative Learning; Video Technology; Transcripts (Written Records); Science Instruction; Secondary School Science; Learning Processes; Interviews; Classroom Research; Student Attitudes; Teacher Attitudes; Comparative Analysis; Observation; Brazil + Suchen Sie Ihr Suchwort? Ausland; Private school; Privatschule; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Inklusion; Schulische Motivation; Interaktion; Motivation for studies; Lernmotivation; Diskursanalyse; Klassengespräch; Gruppenaktivität; Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Beobachtung; Brasilien
Abstract	This article reports on the construction process of inclusion/exclusion for high school chemistry students in two schools in Belo Horizonte, the capital of Minas Gerais State, Brazil. We examined the interactional accomplishment of inclusion/exclusion of four students, two from a private school and two from a public school. The aim of this article is to describe these students' stories of inclusion/exclusion and to discuss what motivated them to learn chemistry in the classrooms investigated. To learn chemistry, students need to develop an individual understanding of the social language of the discipline. Inclusion/exclusion is accomplished interactively as members of different communities make choices about how to participate, involve others, and direct their actions. Such interactions are mediated by the teacher, and thus, through discourse, the collective group establishes certain learning opportunities. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10