文章基本信息

标题：Framing Science as Disciplinary Inquiry in Bilingual Classrooms
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作者：Gregory Kelly ; Terese Breton
期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2001
卷号：1
出版社：University of California, Davis
摘要：In this paper, we examine how, through discourse processes, two bilingual elementary school teachers in three classrooms framed science as disciplinary inquiry. Through the use of particular discursive strategies that interactively introduce inquiry constructs and processes, these teachers provided opportunities for students to learn about ways of investigating in science. Drawing from perspectives in educational ethnography and anthropological studies of scientific practice, we used a discourse analytic approach to examine the interactive discourse processes that constructed both science as disciplinary inquiry and a community of students as scientists. The data sources were drawn from multi-year, multi-teacher studies in bilingual classrooms and included extensive videotaped records of classroom interaction. The teachers and academic years were purposefully sampled to provide a basis for examining the onset of science in three classrooms and for comparing across teachers and across classes with the same teacher. Our analysis of classroom discourse identified cultural themes which included the ways common understandings were developed by the classroom participants, the uses of writing in science, and the evolution of meanings through dialogue. Our discussion focuses on how access to disciplinary knowledge is constructed through social interaction in classrooms.