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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Abstract :
[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.
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