An Analysis of the Supports and Constraints for Scientific Discussion in High School Project-Based Science
An Analysis of the Supports and Constraints for Scientific Discussion in High School Project-Based Science
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DOI：
10.1002/sce.20365
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发表时间：
2010-05-01
影响因子：
4.3
通讯作者：
Krajcik, Joseph S.
中科院分区：
文献类型：
--
作者：
Alozie, Nonye M.;Moje, Elizabeth Birr;Krajcik, Joseph S.
基于项目的科学的一个目标是促进科学话语社区在课堂上的发展。举行丰富的高中科学讨论是具有挑战性的，特别是当高中科学的内容和规范的要求构成挑战，他们的制定。关于高中教师如何使用基于项目的科学课程进行科学讨论的研究很少，这使得必要的嵌入式支持的种类不清楚。为了解决这一差距的研究文献，本研究分析了课程支持和嵌入式教育功能的制定科学讨论在一所高中的项目为基础的科学课程。通过对教师制定课程讨论支持的研究和比较，我们观察到，虽然教师增加了他们的尝试，从事以探究为基础的讨论的做法，提供支持，他们严重依赖于传统的“背诵”格式，表明现有的课程支持不够发达，以支持对话的课堂互动。我们假设的条件，可能有助于在高中科学讨论的典型话语实践的普遍性。我们主张扩大课程讨论支持教师和设计研究发展中的高中项目为基础的科学课堂讨论，研究如何采取这种支持，解雇，或在实践中修改。(C)2009 Wiley Periodicals，Inc. Sci艾德94：395-427，2010
One goal of project-based science is to promote the development of scientific discourse communities in classrooms. Holding rich high school scientific discussions is challenging, especially when the demands of content and norms of high school science pose challenges to their enactment. There is little research on how high school teachers enact scientific discussions using project-based science curricula, making the kinds of necessary embedded supports unclear. To address that gap in the research literature, this study analyzed curriculum supports and embedded educative features for the enactment of science discussions in one high school project-based science curriculum. Through a study of teacher enactment and a comparison of the curriculum discussion supports, we observed that while teachers increased their attempts to engage in inquiry-based discussion practices where supports were offered, they relied on heavily on traditional "recitation" formats, demonstrating that existing curricular supports were not developed enough to support dialogic classroom interactions. We hypothesize about conditions that may contribute to the pervasiveness of typical discourse practices in high school science discussions. We argue for expanded curricular discussion supports for teachers and design research on developing discussions in high school project-based science classrooms to examine how such supports are taken up, dismissed, or modified in practice. (C) 2009 Wiley Periodicals, Inc. Sci Ed 94:395-427, 2010