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Tracing science in the early childhood classroom: the historicity of multi-resourced discourse practices in multilingual interaction
MAX, Charles; ZIEGLER, Gudrun; KRACHEEL, Martin
2012In Mansour, Nasser; Wegerif, Rupert (Eds.) Science Education for Diversity, Theory and Practice
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Keywords :
early childhood classroom, doing science; multilingual interaction; multi-resourced discourse practices
Abstract :
[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.
Disciplines :
Education & instruction
Identifiers :
UNILU:UL-CHAPTER-2013-044
Author, co-author :
MAX, Charles ;  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 ;  University of Luxembourg > Interdisciplinary Centre for Security, Reliability and Trust (SNT)
Language :
English
Title :
Tracing science in the early childhood classroom: the historicity of multi-resourced discourse practices in multilingual interaction
Publication date :
2012
Main work title :
Science Education for Diversity, Theory and Practice
Editor :
Mansour, Nasser
Wegerif, Rupert
Publisher :
Springer, Dordrecht, Unknown/unspecified
Edition :
Cultural Studies of Science Education, Vol 8
ISBN/EAN :
978-94-007-4562-9
Pages :
100-110
Peer reviewed :
Peer reviewed
Name of the research project :
CODI-SCILE-A (Competences for Organizing Discourse-In-Interaction & Science Learning: Analyzing knowledge building as activity of collaborative inquiring
Commentary :
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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since 28 December 2013

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