Ting,tang,tong:新兴的双语学生调查和构建基于证据的声音产生解释

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-05-15 DOI:10.1002/tea.21868
Enrique Suárez, Valerie Otero
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引用次数: 0

摘要

有大量的研究文献指出,发现和借鉴学生感知自然世界的经验和想法非常重要, 特别是在参与科学实践时。与此同时,创建以正义为导向的科学教育的方法也提倡关注学生,特别是那些来自历史上被边缘化社区的学生,在科学课堂上所带来的多种感性知识。然而,当涉及到新兴的双语/多语学生时,科学教育却偏向于狭隘的定义,认为什么样的交流方式才是对弄清自然现象有帮助的,并优先考虑以英语为基础的学术词汇。在本文中,我们研究了三年级新兴双语学生在解释声音产生时所开发和使用的各种概念和符号资源。此外,我们还探讨了学生如何研究弦乐器发出的声音,以及如何和为什么会产生他们听到的声音的音高。我们的分析表明(1)学生创造了机械解释,确定了琴弦的显著物理特征的变化如何影响声音的音高;(2)学生在分享他们的观察和解释时,创造并层叠了多种符号资源,特别是声音符号;(3)学生在努力实现概念趋同的过程中,驾驭了符号的趋同和分歧。根据我们的研究结果,我们认为,以公正为导向的科学学习环境必须成为一个空间,在这里,初学双语的学生可以在参与科学实践的过程中,利用他们所有的概念、符号和文化资源,而不受任何约束。
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Ting, tang, tong: Emergent bilingual students investigating and constructing evidence-based explanations about sound production

There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making repertoires that students, especially those from historically marginalized communities, bring to science classrooms. However, when it comes to emergent bi/multilingual students, science education has favored narrow definitions of what ways of communicating are seen as productive for figuring out natural phenomena, privileging English-based academic vocabulary. In this article, we investigate the myriad conceptual and semiotic resources that third-grade emergent bilingual students developed and used when explaining sound production. Additionally, we explore how students investigated the sounds produced by a string instrument and unpacked the how and whys that give rise to the pitch of the sounds they heard. Our analyses indicate that: (1) students created mechanistic explanations that identified how changes to the salient physical features of strings affected the pitch of the sounds; (2) students created and laminated multiple semiotic resources when sharing their observations and explanations, particularly sound symbolisms; and (3) students navigated both semiotic convergence and divergence as they worked toward conceptual convergence. Based on our findings, we argue that justice-oriented science learning environments must become spaces where emergent bilingual students can build on all their conceptual, semiotic, and cultural resources, without being policed, as they engage science practices.

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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
期刊最新文献
Issue Information “Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning Issue Information Developing and evaluating the extended epistemic vigilance framework The IPM cycle: An instructional tool for promoting students' engagement in modeling practices and construction of models
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