Reference : Tracing science in the early childhood classroom: the historicity of multi-resourced ...
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/13846
Tracing science in the early childhood classroom: the historicity of multi-resourced discourse practices in multilingual interaction
English
Max, Charles mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Ziegler, Gudrun [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Kracheel, Martin mailto [University of Luxembourg > Interdisciplinary Centre for Security, Reliability and Trust (SNT) > >]
2012
Cultural Studies of Science Education, Vol 8
Science Education for Diversity, Theory and Practice
Mansour, Nasser
Wegerif, Rupert
Springer
100-110
Yes
978-94-007-4562-9
Dordrecht
[en] early childhood classroom, doing science ; multilingual interaction ; multi-resourced discourse practices
[en] This chapter presents research conducted in early childhood classrooms in Luxembourg, a European country with a complex multilingual situation. A multi-layered corpus of classroom interactions, consisting of photos, videos and audio recordings, was collected over a period of 6 months and then classified, annotated and partially transcribed. Drawing from this corpus, this study sheds light on the discursive practices of 6-12 year old children and examines the co-construction of the children’s growing understandings of science in collaborative inquiries. Arguing from a context-sensitive perspective, our research approaches the learning of science as an interactional achievement in situ, one that encompasses the enactment of science as shared discourse and therefore as a cultural accomplishment.
Researchers ; Professionals
http://hdl.handle.net/10993/13846
Martin Kracheel studied as a researcher with a strong focus on the dynamics of multimodal interactions on learning and development across educational, professional and everyday settings. He currently finishes his PhD at the Interdisciplinary Centre for Security, Reliability and Trust (SNT, University of Luxembourg)in a research project about changing road traffic behaviour through novel technologies and pervasive gaming. Before he worked as a Research Associate in the CODI-SCILE-A (Competences for Organizing Discourse-In-Interaction & Science Learning: Analyzing knowledge building as activity of collaborative inquiring) research project. He graduated from a trilingual (English, French, German) Master Program at the University of Luxembourg.

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