Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use

Autor/inn/en	Höst, Gunnar E.; Anward, Jan
Titel	Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use
Quelle	In: International Journal of Science Education, 39 (2017) 6, S.627-644 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Höst, Gunnar E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1298870
Schlagwörter	Language Usage; Science Instruction; Semi Structured Interviews; Student Attitudes; Engineering Education; Qualitative Research; Content Analysis; Molecular Structure; Guidelines; Scaffolding (Teaching Technique); Teaching Methods; Figurative Language; Biochemistry; Foreign Countries; Science Teachers; Teacher Education; Undergraduate Students; Metacognition; Intention; Introductory Courses; Group Discussion; Concept Formation; Scientific Concepts; Sweden + Suchen Sie Ihr Suchwort? Sprachgebrauch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Ingenieurausbildung; Qualitative Forschung; Inhaltsanalyse; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Biochemie; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Einführungskurs; Gruppendiskussion; Concept learning; Begriffsbildung; Schweden
Abstract	Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three "stances" (Dennett, 1987)--intentional, design and physical--is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n = 15) and biology/chemistry teacher students (n = 6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01