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Mediating Meaning in the Social World of the Science Classroom

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Title: Mediating Meaning in the Social World of the Science Classroom
Language: English
Authors: Shepardson, Daniel P., Britsch, Susan
Source: Electronic Journal of Science Education. 2015 19(4).
Availability: Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Peer Reviewed: Y
Page Count: 13
Publication Date: 2015
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Science Instruction, Sociocultural Patterns, Semiotics, Science Equipment, Scientific Concepts, Teacher Student Relationship
ISSN: 1087-3430
Abstract: This article examines science teaching and learning by drawing on Vygotsky's sociocultural theory of learning and development as well as a social semiotic perspective. The latter perspective includes in semiosis the science equipment, science phenomena, teacher and student actions, talk and writing that are involved in science teaching and learning. In much the same way a Vygotskian perspective views science phenomena and equipment as technical tools that mediate both teacher and student meaning making, as do the symbolic products created by the teacher and the students. We suggest an inclusive view in which all are seen as active mediators in science teaching and learning.
Abstractor: As Provided
Number of References: 35
Entry Date: 2018
Accession Number: EJ1188272
Database: ERIC
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  Data: Mediating Meaning in the Social World of the Science Classroom
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  Data: Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
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  Data: This article examines science teaching and learning by drawing on Vygotsky's sociocultural theory of learning and development as well as a social semiotic perspective. The latter perspective includes in semiosis the science equipment, science phenomena, teacher and student actions, talk and writing that are involved in science teaching and learning. In much the same way a Vygotskian perspective views science phenomena and equipment as technical tools that mediate both teacher and student meaning making, as do the symbolic products created by the teacher and the students. We suggest an inclusive view in which all are seen as active mediators in science teaching and learning.
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