A Disciplinary Discourse Perspective on University Science Learning: Achieving Fluency in a Critical Constellation of Modes
A Disciplinary Discourse Perspective on University Science Learning: Achieving Fluency in a Critical Constellation of Modes
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DOI：
10.1002/tea.20265
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发表时间：
2009-01-01
影响因子：
4.6
通讯作者：
Linder, Cedric
中科院分区：
文献类型：
--
作者：
Airey, John;Linder, Cedric
在这篇理论文章中，我们使用了一项对物理学本科生的解释性研究，以“学科话语”的流畅性来描述学生在大学科学学习中的特征，因为我们从文献中的一些不同来源的观点出发，将我们所称的“学科话语”描述为一门学科的表征、工具和活动的综合体，描述了它是如何被视为由各种“模式”组成的。对于大学理科来说，这些模式的例子有：口头和书面语言、数学、手势、图像(包括图片、图形和图表)、工具(如实验仪器和测量设备)和活动(如工作方式--实践和实践、分析例程、行动等)。以物理学为例，我们讨论了构成一门学科的认识方式与用来表现这种认识的学科话语模式之间的关系。这些数据来自模拟回忆访谈，物理本科生在课堂上讨论他们的学习经历。这些访谈被用来轶事地说明我们提出的学习的特征及其相关的理论结构。学生描述了他们学习的一个重复练习的方面，我们认为这是流利地使用各种纪律话语模式所必需的。在这里，我们发现了话语模仿的例子，学生似乎流利地使用了一种或多种纪律话语模式，而没有将其与教师刻意的纪律认知方式联系起来。这些例子表明，流利地掌握一系列关键的纪律话语模式可能是获得有意义的全面了解纪律方式的必要条件(尽管并不总是充分条件)。一种暗示是，为了有效，科学教师需要知道哪些模式对于理解他们希望教授的材料至关重要。(C)2008 Wiley期刊公司J Res Sci Teach 46：27-49,2009
In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in "disciplinary discourse" as the on ideas from a number of different sources in the literature, we characterize what we call "disciplinary discourse" as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various "modes". For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment), and activities (such as ways of working-both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theorectical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intented disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach. (C) 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 27-49, 2009