Creating a Taken-as-Shared Understanding for Scientific Explanation: Classroom Norm Perspective

Autor/inn/en	Saglam, Yilmaz; Karaaslan, Emre Harun; Ayas, Alipasa
Titel	Creating a Taken-as-Shared Understanding for Scientific Explanation: Classroom Norm Perspective
Quelle	2 (2014) 2, S.149-163 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Science Instruction; Student Attitudes; Beliefs; Scientific Concepts; Concept Formation; Case Studies; Video Technology; Social Influences; Cultural Influences; Scientific Principles; College Freshmen; Preservice Teachers; Elementary School Teachers; Interviews; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Belief; Glaube; Concept learning; Begriffsbildung; Case study; Fallstudie; Case Study; Sozialer Einfluss; Cultural influence; Kultureinfluss; Studienanfänger; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik
Abstract	The study aimed to investigate whether classroom norm perspective influence the students' capability of elucidating a natural phenomena and beliefs about scientific explanation. In particular, our objective was to explore the process by which the norm for scientific explanation was established and discover how the students' explanation and their beliefs about scientific explanation altered in this process. A case study approach was adopted and a total of 51 students participated in the study. The data has included videotapes of classroom periods for an entire school semester, individual interviews with the students conducted at the beginning and at the end of the semester, and students' written responses collected in the middle and at the end of the semester in the year of 2012. In creating a sociocultural norm for scientific explanation, the teacher, in the class, was seen declaring his own expectation, negotiating the meaning by making comments on and legitimizing students' accounts, and calling the students' attention towards the important parts of an acceptable explanation. The results indicated that towards the end of the semester, the students' explanation and their beliefs about scientific explanation have considerably improved. The following are appended: (1) Interview Protocol; and (2) Table indicating students' attendance for the 13-week course, by weeks. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10