Thematic Continuities: Talking and Thinking about Adaptation in a Socially Complex Classroom

Autor/in	Ash, Doris
Titel	Thematic Continuities: Talking and Thinking about Adaptation in a Socially Complex Classroom
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20199
Schlagwörter	Science Instruction; Grade 5; Grade 6; Classroom Environment; Scientific Concepts; Classroom Communication; Thematic Approach; Inquiry; Student Adjustment; Biology; Discussion (Teaching Technique); Urban Schools; Animals; Case Studies; Middle School Students; Secondary School Science; California + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Klassenklima; Unterrichtsklima; Klassengespräch; Themenzentrierter Unterricht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Biologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Animal; Tier; Tiere; Case study; Fallstudie; Case Study; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kalifornien
Abstract	In this study I rely on sociocultural views of learning and teaching to describe how fifth- sixth-grade students in a Fostering a Community of Learners (FCL) classroom gradually adopted scientific ideas and language in a socially complex classroom. Students practiced talking science together, using everyday, scientific, and hybrid discourses as they studied endangered species. Students' overarching content themes, or "thematic continuities," acted as generative scaffolds for developing complex lines of inquiry, leading ultimately to the appropriation of aspects of the biological principle of adaptation. Thematic continuities provided an organizing framework for thinking and talking about previously disconnected science facts, and set the stage for the adaptationist stance. Mixed method data analyses relied on written assessments, in-depth guided clinical interviews, video and audiotaping of small and large group participant structures, in-class student work, and ethnographic notes. Data analysis included two discrete levels, the macro (whole and half class) and the intermediate (case study of one small group) to capture both holistic and detailed aspects of dialogue. (Contains 2 figures and 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10