Camila, the Earth, and the Sun: Constructing an Idea as Shared Intellectual Property

Autor/inn/en	Radinsky, Josh; Oliva, Sonia; Alamar, Kimberly
Titel	Camila, the Earth, and the Sun: Constructing an Idea as Shared Intellectual Property
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 6, S.619-642 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20354
Schlagwörter	Classroom Research; Intellectual Property; Grade 6; Science Instruction; Scientific Concepts; Science Process Skills; Case Studies; Knowledge Level; Scientists; Cooperative Learning; Earth Science; Elementary School Science; Elementary School Students; Hispanic American Students; Mexican Americans; Theories; Concept Formation + Suchen Sie Ihr Suchwort? Geistiges Eigentum; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Wissensbasis; Scientist; Wissenschaftler; Kooperatives Lernen; Earth sciences; Geowissenschaften; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Theory; Theorie; Concept learning; Begriffsbildung
Abstract	Recent research has challenged traditional assumptions that scientific practice and knowledge are essentially individual accomplishments, highlighting instead the social nature of scientific practices, and the co-construction of scientific knowledge. Similarly, new research paradigms for studying learning go beyond focusing on what is "in the head" of individual students, to study collective practices, distributed cognition, and emergent understandings of groups. These developments require new tools for assessing what it means to learn to "think like a scientist." Toward this goal, the present case study analyzes the discourse of a 6th-grade class discussing one student's explanation for seasonal variations in daylight hours. The analysis identifies discourse moves that map to disciplinary practices of the social construction of science knowledge, including (1) beginning an explanation by reviewing the community's shared assumptions; (2) referencing peers' work as warrants for an argument; and (3) building from isolated ideas, attributed to individuals, toward a coherent situation model, attributed to the community. The study then identifies discourse moves through which the proposed explanation was taken up and developed by the group, including (4) using multiple shared representations; (5) leveraging peers' language to clarify ideas; and (6) negotiating language and representations for new, shared explanations. Implications of this case for rethinking instruction, assessment, and classroom research are explored. (Contains 3 figures, 2 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10