Defining and Operationalizing Appropriation for Science Learning
Defining and Operationalizing Appropriation for Science Learning
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DOI：
10.1080/10508406.2014.928215
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发表时间：
2015-01-02
影响因子：
3.8
通讯作者：
Levin, Mariana
中科院分区：
文献类型：
--
作者：
Levrini, Olivia;Fantini, Paola;Levin, Mariana
本文的目的是帮助理解学生的学科参与和他们的身份建构之间的相互作用。从语言学和教育学的学者那里借来的“挪用”一词，被用来捕捉更广泛的意义上的生产性学习，它位于学科参与和身份的纽带上。挪用意味着深刻的概念理解，但它也涉及一个以真实和个人的方式转换科学话语的自反性过程。本文的核心目的是把长期拨款成为一个理论建构的定义，操作化，并测试对学生的访谈和课堂数据的定义的分析过程。通过这一过程，我们发现了五个可操作的话语标记语。在我们的研究中，挪用意味着学生的话语是（A）个人“签名”想法的表达，（B）基于学科，（C）厚，因为它涉及元认知和认识论维度，（D）非偶然的，在整个课堂活动中始终使用的意义上，和（E）社会关系的载体，因为它在课堂上定位学生。这项研究是基于在意大利中学班（12年级）的热力学扩展干预。
The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and identity. Appropriation implies deep conceptual understanding, but it also involves a reflexive process of transforming scientific discourse in a way that is authentic and personal. The core aim of this article is to turn the term appropriation into a theoretical construct by means of an analytic process of defining, operationalizing, and testing the definition against student interview and classroom data. Five discourse markers for operationalizing appropriation were discovered through this process. Appropriation, in our study, implies students' discourse is (A) an expression of a personal "signature" idea, (B) grounded in the discipline, (C) thick, in that it involves a metacognitive and epistemological dimension, (D) non-incidental, in the sense of being consistently used throughout classroom activities, and (E) a carrier of social relationships, in that it positions the student within classroom. The study is grounded in an extended intervention on thermodynamics in an Italian secondary school class (grade 12).