| 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  [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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