An analysis of the supports and constraints for scientific discussion in high school project-based science.
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| Title: | An analysis of the supports and constraints for scientific discussion in high school project-based science. |
|---|---|
| Authors: | Alozie, Nonye M.1, Moje, Elizabeth Birr1, Krajcik, Joseph S.1 |
| Source: | Science Education. May2010, Vol. 94 Issue 3, p395-427. 33p. 5 Charts. |
| Subject Terms: | *Project method in teaching, *Object-teaching, *Student projects, *Activity programs in education, *Science projects, *Science education (Secondary) |
| 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. © 2009 Wiley Periodicals, Inc. Sci Ed94:395–427, 2010 [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 49099669 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An analysis of the supports and constraints for scientific discussion in high school project-based science. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alozie%2C+Nonye+M%2E%22">Alozie, Nonye M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Moje%2C+Elizabeth+Birr%22">Moje, Elizabeth Birr</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Krajcik%2C+Joseph+S%2E%22">Krajcik, Joseph S.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. May2010, Vol. 94 Issue 3, p395-427. 33p. 5 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Object-teaching%22">Object-teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+projects%22">Student projects</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+projects%22">Science projects</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education+%28Secondary%29%22">Science education (Secondary)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. © 2009 Wiley Periodicals, Inc. Sci Ed94:395–427, 2010 [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.20365 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 395 Subjects: – SubjectFull: Project method in teaching Type: general – SubjectFull: Object-teaching Type: general – SubjectFull: Student projects Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Science projects Type: general – SubjectFull: Science education (Secondary) Type: general Titles: – TitleFull: An analysis of the supports and constraints for scientific discussion in high school project-based science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alozie, Nonye M. – PersonEntity: Name: NameFull: Moje, Elizabeth Birr – PersonEntity: Name: NameFull: Krajcik, Joseph S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 94 – Type: issue Value: 3 Titles: – TitleFull: Science Education Type: main |
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