Language, Access, and Power in the Elementary Science Classroom

Autor/inn/en	Schoerning, Emily; Hand, Brian; Shelley, Mack; Therrien, William
Titel	Language, Access, and Power in the Elementary Science Classroom
Quelle	In: Science Education, 99 (2015) 2, S.238-259 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21154
Schlagwörter	Science Instruction; Power Structure; Standards; Inquiry; Classroom Environment; Statistical Analysis; Elementary School Students; Teaching Methods; Elementary School Teachers; Teacher Student Relationship; Classroom Communication; Persuasive Discourse + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standard; Klassenklima; Unterrichtsklima; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Persuasion; Persuasive Kommunikation
Abstract	The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and power appear in student and teacher speech in the elementary science classroom. As teachers begin to implement argument-based inquiry methods, teacher and student use of these markers changes significantly. These changes indicate that students whose teachers utilize argument-based inquiry have greater access and power in the science classroom. In this paper, the mechanisms by which teachers afford their students access and power are explored from a quantitative perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11