Reasoning as a scientist: ways of helping children to use language to learn science
Reasoning as a scientist: ways of helping children to use language to learn science
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作为科学家的推理：帮助孩子使用语言学习科学的方法
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Claire Sams
中科院分区：
文献类型：
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作者：
N. Mercer;Lyn Dawes;R. Wegerif;Claire Sams
社会文化研究者声称，学生的科学学习是一个话语过程，科学概念和推理方法是通过参与实践探究、社会互动和个性化活动来学习的。还经常有人声称，在进行科学调查的同时与合作伙伴互动有利于学生的学习和理解的发展。我们描述的研究调查了这些说法的有效性，并探索了它们的教育意义。英国设计了一项实验教学计划，使英国小学的孩子们能够一起交谈和推理，并将这些技能应用到他们的科学学习中。研究结果表明：(A)儿童能够更有效地使用谈话作为一种推理工具；(B)以谈话为基础的活动在支撑推理和科学理解的发展方面具有有用的功能。讨论了研究结果对教育政策和实践的影响。
Sociocultural researchers have claimed that students' learning of science is a discursive process, with scientific concepts and ways of reasoning being learned through engagement in practical enquiry and social interaction as well as individualized activity. It is also often claimed that interacting with partners while carrying out scientific investigations is beneficial to students' learning and the development of their understanding. The research we describe investigated the validity of these claims and explored their educational implications. An experimental teaching programme was designed to enable children in British primary schools to talk and reason together and to apply these skills in their study of science. The results obtained indicate that (a) children can be enabled to use talk more effectively as a tool for reasoning and (b) talk-based activities can have a useful function in scaffolding the development of reasoning and scientific understanding. The implications of the findings for educational policy and practice are discussed.