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Multiple school science literacies. Exploring the role of text during integrated inquiry-based science and literacy instruction.

机译：多种学校科学素养。在综合探究式科学和扫盲教学中探索文本的作用。

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The main aim of this thesis is to explore how literacy is embedded in six primary school science classrooms during integrated inquiry-based science and literacy instruction. This is investigated by analyzing classroom video data from six primary school science classrooms, along with interview data with students (n=33) and textual artifacts from the six classrooms. The classroom video study was conducted through a larger research and development project, The Budding Science and Literacy project, in which six primary school science teachers were recruited from an in-service professional development course on inquiry-based science and literacy. The six teachers were then video-recorded, along with their students, as they taught a sequence of lessons, where they were to explicitly integrate disciplinary literacy practices with inquiry-based science, as a part of the professional development course.The first article included in this thesis (Article I) is an overview video study of the Budding Science and Literacy project, which explores the variation and patterns of integrated inquirybased science and literacy instruction by mapping the occurrence and co-occurrence multiple learning modalities (reading; writing; talking; doing) and main inquiry phases (preparation; data; discussion; communication) in the six classrooms. The results show that the teachers spent comparably more time on preparation and data than on the consolidating phases of discussion and communication. Reading and writing were also more prominent in these phases of inquiry.Article II investigates the literacy practices that emerge among primary school students during integrated inquiry-based science and literacy instruction. This is mainly explored through video analysis of literacy events that occur in the video material, with student interviews and collected textual artifacts acting as additional data sources. The article reveals how multiple literacies emerged in the context of integrated science-literacy instruction. For example, elements of students’ informal literacies became valued resources in the dialogic process of inquiry, but the students also engaged in typically schooled literacy practices that helped structure their learning experiences. The article also indicates that the implemented instruction created new literacy demands that were not always clear to the students.Article III provides an introduction to what a social view of literacy means for school science. In the first part of the article, we use sociocultural perspectives to argue that literacy in school science is best understood as social practices embedded in cultural and ideological contexts. In the second part, we rely on these perspectives to present a framework for promoting literacy in science classrooms. Finally, the article discusses how a social view of literacy can provide science educators with the theoretical perspectives to consider how literacy is actually used in contexts relevant to a transcending science subject for scientific literacy.The final article, Article IV, is a methodological contribution that considers the use and re-use of video data from two perspectives: the primary researchers (or archivists) and the secondary analysts. It combines two research projects—The Budding Science and Literacy project (the primary researchers) and the PISA+ video study (the secondary analysts)—to make an argument for establishing more common practices when conducting classroom video studies.The four articles address the overarching aim of the thesis from different perspectives. While the first article maps the time is spent on different learning modalities in the six classrooms and how these co-occur with science inquiry phases, Article II goes beyond “reading” and “writing” per se to investigate what texts students encounter, what they do with these texts, and how they talk about them, from a sociocultural perspective on literacy. These two articles represent the empirical studies that make up this thesis. The third article builds on the first two articles, along with other relevant studies on the role of text in school science, to discuss what a social view of literacy means for science teachers’ educational practice. The final article in this thesis, Article IV, considers some of the methodological issues related to using and re-using video data in classroom video studies. In this way, Article IV frames the empirical research reported in articles I and II, in addition to discussing how video can be used to investigate classroom practice in general.Taken together, this thesis demonstrates how literacy is interwoven in the activities and inquiries of the six participating classrooms. By approaching literacy as a social practice, these findings illustrate how multiple school science literacies, which attend to markedly different purposes in the classroom, can emerge in an inquiry-based context in primary school science. The thesis highlights a need for supporting teachers in the discussion and communication phases of inquiry, as well as providing explicit instruction to the specialized conventions of scientific language that frame reading and writing in school science.
机译：本论文的主要目的是探索在基于探究的科学和素养综合教学中，如何将识字能力嵌入六个小学科学教室。通过分析来自六个小学科学教室的教室视频数据以及与学生（n = 33）的访谈数据和来自六个教室的文字文物，对此进行了调查。课堂视频研究是通过一个更大的研发项目“萌芽科学与扫盲”项目进行的，该项目从基于查询的科学与素养的在职专业发展课程中招募了六名小学科学老师。然后，这六位老师和他们的学生一起录制了一系列的课程，然后进行了录像，他们将学科的素养实践与基于查询的科学明确地结合起来，作为专业发展课程的一部分。本论文（第一条）是“萌芽科学与素养”项目的概述视频研究，该研究通过映射发生和共现的多种学习方式（阅读，写作，交谈），探索了基于探究性科学和读写能力的综合教学的变化形式和模式。 ；做）和六个教室的主要询问阶段（准备，数据，讨论，沟通）。结果表明，与准备阶段的讨论和交流相比，教师花费了更多的时间在准备和数据上。在探究的这些阶段中，阅读和写作也更为突出。第二条调查了在基于探究的科学和扫盲综合教学中小学生的识字实践。这主要是通过对视频材料中发生的扫盲事件的视频分析来进行探索的，其中学生访谈和收集的文本制品可作为额外的数据源。这篇文章揭示了在综合的科学素养教学的背景下如何出现多种文学。例如，在对话式的探究过程中，学生非正式素养的要素成为了宝贵的资源，但是学生们还参加了典型的学校扫盲实践，这些知识有助于构建学习经验。文章还指出，所实施的教学产生了新的读写要求，而这对于学生而言并不总是很清楚。第三条介绍了社交素养对于学校科学意味着什么。在本文的第一部分中，我们使用社会文化视角来论证，最好将学校科学中的识字理解为嵌入文化和意识形态语境中的社会实践。在第二部分中，我们将基于这些观点提出一个在科学课堂中促进扫盲的框架。最后，本文讨论了社会素养的社会观如何为科学教育者提供理论视角，以考虑在与超越科学素养的科学学科相关的背景下如何实际使用素养。最后的文章，第四条，是方法论的贡献，从两个角度考虑视频数据的使用和重用：主要研究人员（或档案管理员）和次要分析人员。它结合了两个研究项目-Budding Science and Literacy项目（主要研究人员）和PISA +视频研究（辅助分析人员），为进行课堂视频研究时建立更常见的做法提供了依据。这四篇文章论述了总体目标不同观点的论文虽然第一篇文章将时间花在了六个教室的不同学习方式上，以及这些学习方式是如何与科学探究阶段同时发生的，但是第二条超越了“阅读”和“写作”的本质，而是研究学生遇到的课文，从文化素养的社会文化角度来看这些文本，以及它们如何谈论它们。这两篇文章代表了构成本论文的实证研究。第三篇文章以前两篇文章为基础，以及其他有关文本在学校科学中的作用的相关研究，讨论了社会素养的社会观对理科教师的教育实践意味着什么。本文的最后一篇文章，第四条，考虑了与在课堂视频研究中使用和重用视频数据有关的一些方法论问题。这样，第四条不仅构筑了第一条和第二条中的实证研究框架，而且还讨论了如何将视频用于一般的课堂实践调查。综上所述，本论文展示了扫盲是如何交织在学习活动和探究中的。六个参与教室。通过将识字作为一种社会实践，这些发现说明了多种学校科学素养是如何在课堂上达到明显不同的目的的可以出现在小学科学中基于查询的环境中。论文着重指出了需要在探究的讨论和交流阶段中支持教师，以及为构成学校科学读写的科学语言的专门惯例提供明确的指导。

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    Sørvik, Gard Ove;

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  • 年度 2015
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  • 正文语种 en
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  • 入库时间 2022-08-20 21:05:48

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