Listening to the Language of Constructing Science Knowledge |
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Authors: | Hui-Ju Huang |
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Institution: | (1) Teacher Education, California State University, 6000 J St., Sacramento, CA 95819, USA |
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Abstract: | The study explores students' use of language in the process of making sense of genetics concepts. It aims to analyze primary
and secondary discourses, and examine the relationship between social practices and discourses. Sixth-grade students were
interviewed before and during four weeks instruction on genetics. General trends were detected regarding border crossing between
discourse communities and the difficulties and ease of moving among informal experience, social practices, primary discourse
of family, friends and community, and secondary discourse of science and school instruction. Two comprehensive case summaries
– Debbie and Sam – are presented in the paper. Debbie took what she experienced in her social life as criteria to discuss
how people resembled one another. However, the language practiced in the classroom was different from Debbie's familiar language.
Debbie thus experienced a conflict between primary and secondary discourses. Sam's school education and home environment provided
an aligned social context with rich scientific ties that nurtured his use of secondary discourse practices in thinking and
learning science. We recommend that science instruction needs to build a learning community where students' discourses will
be recognized and border crossings between discourses facilitated in the process of learning science.
An erratum to this article can be found at |
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Keywords: | discourse genetics social constructivism social practice |
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