Reference : Creating participatory discourse for teaching and research in early childhood science
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/7795
Creating participatory discourse for teaching and research in early childhood science
English
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Lang, Diane [> >]
2010
Journal of Science Teacher Education
Springer Science & Business Media B.V.
21
1
1-12
Yes
1046-560X
[en] elementary science education, ; cogenerative dialogue ; critical discourse
[en] This paper presents the results of a study conducted with second grade students and pre-service
teachers. This study examined the possibilities for engaging children in critical discourse about
their classroom science experiences. At the heart of this discussion lies the desire to provide a
space for teachers and children to develop relationships and to explore the learning of science
together. Findings include: (1) on-going, focused, critical dialogue between children and teachers
supported children in developing agency in the classroom, and (2) on-going conversations
created the opportunity for children to reveal their ways of knowing and developing
interpretations of the practice of science.
http://hdl.handle.net/10993/7795
http://link.springer.com/article/10.1007/s10972-009-9162-7
This is a post-referee version of the manuscript published in:
Journal of Science Teacher Education
Siry, C. & Lang, D. (2010). Creating participatory discourse for teaching and research in
early childhood science. Journal of Science Teacher Education, 21, (2), 149-160. This publication is available at: http://link.springer.com/article/10.1007/s10972-009-9162-7

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