Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use

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Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use

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Publication Article, peer reviewed scientific
Title Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use
Author Nygård Larsson, Pia ; Jakobsson, Anders
Research Centre Literacy and inclusive subject teaching in a multilingual society
Date 2019
English abstract
In this article, we assume that discursive language aspects of science education are highly intertwined with students’ knowledge-building and meaning-making in science. In an empirical case study, we investigate secondary students’ (ages 15 to 16) discursive language use during group interactions. The focus is on how students define and explain the content within everyday or scientific discourses and how their negotiations may influence discussion outcomes. The results suggest that students who can move between everyday and scientific languages benefit from this exchange, while students who only use colloquial language or relate the content to everyday experiences become disadvantaged. Furthermore, important general success factors are students’ abilities to establish solid relationships between words, expressions, and scientific terms to discuss, explain, and evaluate the scientific content. The results show important differences in discursive use of language within various school environments.
DOI https://doi.org/10.1007/s10763-019-09994-z (link to publisher's fulltext.)
Link https://link.springer.com/article/10.1007%2Fs10763-019-09994-z .Icon
Publisher Springer
Host/Issue International Journal of Science and Mathematics Education;
ISSN 1571-0068
Language eng (iso)
Subject Language game
Scientific discourses
Small-group interactions
Students’ language use
Systemic functional linguistics
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/29338 Permalink to this page
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