Science Teaching through the Dialogue Process : A Case Study of Teaching Concepts of Combustion in Grade 6

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  • 「対話」としての学習を志向した理科授業の事例的研究 : 小学校6年「燃焼」を通して
  • タイワ ト シテ ノ ガクシュウ オ シコウ シタ リカ ジュギョウ ノ ジレイテキ ケンキュウ ショウガッコウ 6ネン ネンショウ オ トオシテ

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Abstract

<p>Taking into account Bakhtin' s idea of "social language," it would seem that the student's approach to science in the classroom is not restricted by frameworks such as scientific concepts or their own ideas of science. In other words, "social language" is a consensus reached through inter-subjectivity. On the other hand, the socio-cultural approach refers to the student's learning as "identity formation." The student experiences a crisis of identity in social surroundings, even in the science classroom where he or she has an experience of differentiation from the others. The purpose of this study is to provide a concrete example of these concepts. We examined students' learning along with the classroom consensus called "social language." As a result of this examination, we refer to two aspects of "social language" formation in the science classroom. First, children inquire into metaphorical representations through inter-subjectivity, because metaphorical representations are sense-centered and need to be given specific contexts and meanings. Second, children specify contexts where words are used, because cross contexts cause different meanings when the same word is used. Through inter-subjectivity, we can refer learning as "identity formation". Both of these approaches are a great help to joint attention and form the "social language" in the science classroom.</p>

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