Investigating Discursive Interactions in Science Lessons: “contextual lenses” on Research in Science Education
DOI:
https://doi.org/10.28976/1984-2686rbpec2018181153Keywords:
context, classroom discourse, research in science education.Abstract
We present a critical discussion about context as a theoretical-methodological construct in research that investigates discursive interactions during science lessons. Based on the notion that context is historical, multiple and interactive, we understand that research can focus on different levels of context. We used a wide range of papers about elementary school, selecting eight examples considered illustrative to ground our discussion. Developing “contextual lenses” we characterize the diverse ways to consider context, from the more local level (instructional and classroom), to a broader level (institutional, community, social and cultural). We point the potential of a more descriptive focus in science education research to emphasize contexts that go beyond the instructional.
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References
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Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: a synthesis of the research evidence on the effects of context based and STS approaches to science teaching. Science Education, 91(3), 347–370. https://doi.org/10.1002/sce.20186
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Colombo Junior, P. D., Lourenço, A. B., Sasseron, L. H., & Carvalho, A. M. P. (2012). Ensino de Física nos anos iniciais: análise da argumentação na resolução de uma Atividade de Conhecimento Físico. Investigações em Ensino de Ciências, 17(2), 489–507.
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Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
Ferreira, N. S. A. (2002). As pesquisas denominadas “estado da arte”. Educação e Sociedade, 23(79), 257–272.
Foucault, M. (1986). A Arqueologia do saber. Rio de Janeiro: Forense.
Gee, J. (1990). Social linguistics and literacies: ideologies in discourses. Basingstoke: The Falmer Press.
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Goffman, E. (1967). Interaction ritual, essays on face-to-face behavior. New York: Doubleday.
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Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.
Habermas, J. (1984). The theory of communicative action. Boston: Beacon Press.
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Manz, E., & Renga I. P. (2017). Understanding how teachers guide evidence construction conversations. Science Education, 101(4), 584–615. https://doi.org/10.1002/sce.21282
Monteira, S. F., & Jiménez-Aleixandre, M. P. (2015). The Practice of Using Evidence in Kindergarten: The Role of Purposeful Observation. Journal of Research in Science Teaching, 52(6), 1232–1258. https://doi.org/10.1002/tea.21259
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Munford, D., Souto, K. C. N., & Coutinho, F. D. (2014). A etnografia de sala de aula e estudos na educação em ciências: Contribuições e desafios para investigações sobre o ensino e a aprendizagem na educação básica. Investigações em Ensino de Ciências, 19(2), p. 263–288.
Naylor, S., Keogh, B., & Downing, B. (2007). Argumentation and Primary Science. Research in Science Education, 37(1), 17–39. https://doi.org/10.1007/s11165-005-9002-5
Oliveira, A. W., Akerson, V. L., & Oldfield, M. (2012). Environmental Argumentation as Sociocultural Activity. Journal of Research in Science Teaching, 49(7), 869–897. https://doi.org/10.1002/tea.21020
Pechêux, M. (1990). As condições de produção do discurso. In F. Gadet & T. Hak. (org.) Por uma análise automática do discurso: Uma introdução à obra de Michel Pêcheux. São Paulo: Editora da UNICAMP.
Pinhão, F., & Martins, I. (2009). A análise do discurso e a pesquisa em ensino de ciências no Brasil: um levantamento da produção em periódicos entre 1998 e 2008. In VII Encontro Nacional de Pesquisa em Ensino de Ciências. Anais do VII ENPEC, Florianópolis: ABRAPEC. Recovered from http://posgrad.fae.ufmg.br/posgrad/viienpec/pdfs/518.pdf
Ramsden, J. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19(6), 697–710. https://doi.org/10.1080/0950069970190606
Reinhart, M., Bloomquist, D., Strickler-Eppard, L., Gilbert, C. M. C. A., Kaderavek, J., Molitor, S. C. (2016). Taking Science Home: Connecting Schools and Families Through Science Activity Packs for Young Children. School Science and Mathematics, 116(2), 3–16. https://doi.org/10.1111/ssm.12152
Rex, L., Green, J., & Dixon, C. (1998). What counts when context counts? The uncommon ‘common’ Language of Literacy Research. Journal of Literacy Research, 30(3), 405–433. doi: 10.1080/10862969809548006
Ryu, S., & Sandoval, W. A. (2012). Improvements to Elementary Children’s Epistemic Understanding from sustained Argumentation. Science Education, 86(3), 488–526. https://doi.org/10.1080/10862969809548006
Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://doi.org/10.2307/412243
Upadhyay, B. (2009). Teaching Science for Empowerment in an Urban Classroom: A Case Study of a Hmong Teacher. Equity & Excellence in Education, 42(2), 217–232. https://doi.org/10.1080/10665680902779366
Vygotsky, L. S. (2007). A Formação Social da Mente: O desenvolvimento dos processos psicológicos superiores. São Paulo: Martins Fontes.
Warriner, D., & Anderson, K. T. (2016). Discourse Analysis in Educational Research. In K. King, Y. Lai, & S. May. Research Methods in Language and Education (pp. 1–12), 3rd Ed. Switzerland: Springer.
Wittgenstein, L. (1958). Philosophical Investigations. Blackwell Publishing.
Bakhtin, M. (1988). Marxismo e filosofia da linguagem. São Paulo: Hucitec.
Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: a synthesis of the research evidence on the effects of context based and STS approaches to science teaching. Science Education, 91(3), 347–370. https://doi.org/10.1002/sce.20186
Blommaert, J. Chronotopes, Scales, and Complexity in the Study of Language in Society. Annual Review of Anthropology, 44, p. 105–116, 2015. https://doi.org/10.1146/annurev-anthro-102214-014035
Bloome, D., & Green, J. (1982). The social contexts of reading: Multidisciplinary perspectives. In B. Hutson (Ed.). Advances in reading/language research, Greenwich: JAI Press.
Bloome, D., Carter, S. P., Christian, B. M., Madrid, S., Otto, S., Shuart-Faris, N., Smith, M. (2008). Discourse Analysis in Classrooms: Approaches to language and literacy Research. Nova York: Teachers College Press.
Bricker, L. A., & Bell, P. (2014). “What Comes to Mind When You Think of Science? The Perfumery!”: Documenting science-related cultural learning pathways across contexts and timescales. Journal of Research in Science Teaching, 51(3), 260–285. https://doi.org/10.1002/tea.21134
Colombo Junior, P. D., Lourenço, A. B., Sasseron, L. H., & Carvalho, A. M. P. (2012). Ensino de Física nos anos iniciais: análise da argumentação na resolução de uma Atividade de Conhecimento Físico. Investigações em Ensino de Ciências, 17(2), 489–507.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks., CA: Sage.
Enfield M., Smith, E. L., & Grueber, D. J. (2008). “A Sketch Is Like a Sentence”: Curriculum Structures That Support Teaching Epistemic Practices of Science. Science Education, 92(4), 608–630. https://doi.org/10.1002/sce.20252
Erickson, F. (2008). Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life. Cambridge: Polity Press.
Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
Ferreira, N. S. A. (2002). As pesquisas denominadas “estado da arte”. Educação e Sociedade, 23(79), 257–272.
Foucault, M. (1986). A Arqueologia do saber. Rio de Janeiro: Forense.
Gee, J. (1990). Social linguistics and literacies: ideologies in discourses. Basingstoke: The Falmer Press.
Gilbert, J. (2014). Science education through contexts: Is it worth the effort? In D. M. Watts (ed.). Debates in Science Education (pp.145–157). Rotterdam: Sense.
Goffman, E. (1967). Interaction ritual, essays on face-to-face behavior. New York: Doubleday.
Goodwin, C., & Duranti A. (1992). Rethinking context: Language as an interactive phenomena. Cambridge: Cambridge University Press.
Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.
Habermas, J. (1984). The theory of communicative action. Boston: Beacon Press.
Kelly, G. J. (2005). Discourse, description, and science education. In R., Yerrick, & W. M., Roth (eds.). Establishing Scientific Classroom Discourse Communities: Multiple Voices of Research on Teaching and Learning (pp. 79–108). Mahwah: Lawrence Erlbaum Associates.
Lin, T., Lin, T., & Tsai, C. (2014). Research Trends in Science Education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. https://doi.org/10.1080/09500693.2013.864428
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research on Science Teaching, 38(3), 296–316. https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
Malinowski, B. (1923). The problem of meaning in primitive languages. In C. K. Ogden, & I. A. Richards. The Meaning of Meaning (pp. 296–336). London: Kegan Paul.
Manz, E., & Renga I. P. (2017). Understanding how teachers guide evidence construction conversations. Science Education, 101(4), 584–615. https://doi.org/10.1002/sce.21282
Monteira, S. F., & Jiménez-Aleixandre, M. P. (2015). The Practice of Using Evidence in Kindergarten: The Role of Purposeful Observation. Journal of Research in Science Teaching, 52(6), 1232–1258. https://doi.org/10.1002/tea.21259
Monteiro, M. A. A., & Teixeira, O. P. B. (2004). Uma análise das interações dialógicas em aulas de ciências nas séries iniciais do ensino fundamental. Investigações em Ensino de Ciências, 9(3), 243–263.
Mortimer, E. F., Scott, P., Amaral, E. M. R., & El-Hani, C. N. (2014). Conceptual profiles: theoretical methodological bases of a research program. In E. F. Mortimer, & C. N. El-Hani (ed.), Conceptual profiles: A theory of teaching and learning scientific concepts (pp. 3–33). Dordrecht: Springer.
Munford, D., Souto, K. C. N., & Coutinho, F. D. (2014). A etnografia de sala de aula e estudos na educação em ciências: Contribuições e desafios para investigações sobre o ensino e a aprendizagem na educação básica. Investigações em Ensino de Ciências, 19(2), p. 263–288.
Naylor, S., Keogh, B., & Downing, B. (2007). Argumentation and Primary Science. Research in Science Education, 37(1), 17–39. https://doi.org/10.1007/s11165-005-9002-5
Oliveira, A. W., Akerson, V. L., & Oldfield, M. (2012). Environmental Argumentation as Sociocultural Activity. Journal of Research in Science Teaching, 49(7), 869–897. https://doi.org/10.1002/tea.21020
Pechêux, M. (1990). As condições de produção do discurso. In F. Gadet & T. Hak. (org.) Por uma análise automática do discurso: Uma introdução à obra de Michel Pêcheux. São Paulo: Editora da UNICAMP.
Pinhão, F., & Martins, I. (2009). A análise do discurso e a pesquisa em ensino de ciências no Brasil: um levantamento da produção em periódicos entre 1998 e 2008. In VII Encontro Nacional de Pesquisa em Ensino de Ciências. Anais do VII ENPEC, Florianópolis: ABRAPEC. Recovered from http://posgrad.fae.ufmg.br/posgrad/viienpec/pdfs/518.pdf
Ramsden, J. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+? International Journal of Science Education, 19(6), 697–710. https://doi.org/10.1080/0950069970190606
Reinhart, M., Bloomquist, D., Strickler-Eppard, L., Gilbert, C. M. C. A., Kaderavek, J., Molitor, S. C. (2016). Taking Science Home: Connecting Schools and Families Through Science Activity Packs for Young Children. School Science and Mathematics, 116(2), 3–16. https://doi.org/10.1111/ssm.12152
Rex, L., Green, J., & Dixon, C. (1998). What counts when context counts? The uncommon ‘common’ Language of Literacy Research. Journal of Literacy Research, 30(3), 405–433. doi: 10.1080/10862969809548006
Ryu, S., & Sandoval, W. A. (2012). Improvements to Elementary Children’s Epistemic Understanding from sustained Argumentation. Science Education, 86(3), 488–526. https://doi.org/10.1080/10862969809548006
Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://doi.org/10.2307/412243
Upadhyay, B. (2009). Teaching Science for Empowerment in an Urban Classroom: A Case Study of a Hmong Teacher. Equity & Excellence in Education, 42(2), 217–232. https://doi.org/10.1080/10665680902779366
Vygotsky, L. S. (2007). A Formação Social da Mente: O desenvolvimento dos processos psicológicos superiores. São Paulo: Martins Fontes.
Warriner, D., & Anderson, K. T. (2016). Discourse Analysis in Educational Research. In K. King, Y. Lai, & S. May. Research Methods in Language and Education (pp. 1–12), 3rd Ed. Switzerland: Springer.
Wittgenstein, L. (1958). Philosophical Investigations. Blackwell Publishing.
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2018-04-30
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Franco, L. G., & Munford, D. (2018). Investigating Discursive Interactions in Science Lessons: “contextual lenses” on Research in Science Education. Brazilian Journal of Research in Science Education, 1(2), 153–177. https://doi.org/10.28976/1984-2686rbpec2018181153
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