Hybrid Discourse Practice and Science Learning

Autor/inn/en	Kamberelis, George; Wehunt, Mary D.
Titel	Hybrid Discourse Practice and Science Learning
Quelle	In: Cultural Studies of Science Education, 7 (2012) 3, S.505-534 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9395-1
Schlagwörter	Discourse Analysis; Elementary School Science; Science Education; Grade 5; Elementary School Students; Task Analysis; Inquiry; Teaching Methods; Science Instruction; Global Approach; Language Fluency; Creativity; Science Careers; Technology + Suchen Sie Ihr Suchwort? Diskursanalyse; Naturwissenschaftliche Bildung; School year 05; 5. Schuljahr; Schuljahr 05; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Globales Denken; Language skill; Language skills; Sprachkompetenz; Kreativität; Technologie
Abstract	In this article, we report on a study of how creative linguistic practices (which we call "hybrid discourse practices") were enacted by students in a fifth-grade science unit on barn owls and how these practices helped to produce a synergistic micro-community of scientific practice in the classroom that constituted a fertile space for students (and the teacher) to construct emergent but increasingly legitimate and dynamic disciplinary knowledges and identities. Our findings are important for the ways in which they demonstrate (a) how students use hybrid discourse practices to self-scaffold their work within complex curricular tasks and when they are not completely sure about how to enact these tasks (b) how hybrid discourse practices can promote inquiry orientations to science, (c) how hybrid discourse practices index new and powerful forms of science pedagogy, and (d) how hybrid discourse practices are relevant to more global issues such as the crucial roles of language fluency and creativity, which are known prerequisites for advanced science learning and which aid students in developing skills that are necessary for entry into science and technology careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10