Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation

Journal of Research in Science Teaching

Volumn 43, Issue 7, 2006, Pages 637-666

  Varelas, Maria ^a   Pappas, Christine C ^a   Rife, Amy ^b  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b Chicago Public Schools   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CONCEPT CONSTRUCTION; CONCEPTUAL POSITION; DIALOGICAL ORIENTATION; MAKING MEANING;

BOILING LIQUIDS; CONDENSATION; EVAPORATION; STUDENTS; TEACHING;

BEHAVIORAL RESEARCH;

EID: 33748540746     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20100     Document Type: Article

References (107)

1. Alsop, S. & Watts, M. (1997). Sources from a Somerset village: A model for informal learning about radiation and radioactivity. Science Education, 81, 633-650.
2. Atkin, J.M. & Black, P. (2003). Inside science education reform: A history of curricular and policy change. New York: Teachers College Press.
3. Bakhtin, M.M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin (M. Holquist & C. Emerson, Trans.). Austin, TX: University of Texas Press.
4. Bakhtin, M.M. (1986). Speech genres and other later essays. Austin, TX: University of Texas Press.
5. Bar, V. & Galili, I. (1994). Stages of students' views about evaporation. International Journal of Science Education, 16, 157-174.
6. Bar, V. & Travis, A. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382.
7. Bar, V., Zinn, B., Goldmuntz, R., & Sneider, C. (1994). Children's concepts about weight and free fall. Science Education, 78, 149-169.
8. Becker, J. & Varelas.M. (1995). Assisting construction: The role of the teacher in assisting the learner's construction of pre-existing cultural knowledge. In L. Steffe (Ed.), Constructivism in education (pp. 433-446). Hillsdale, NJ: Erlbaum.
9. Bloome, D. & Bailey, F. (1992). Studying language and literacy through events, particularity, and intertextuality. In R. Beach, J.L. Green, M.L. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 181-210). Urbana, IL: National Conference on Research in English.
10. Bloome, D. & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28, 305-333.
11. Branley, F.M. (1983). Down comes the rain. New York: Harper Collins.
12. Branley, F.M. (1986). Air is all around you. New York: Harper Collins.
13. Calabrese Barton, A., Ermer, L.L., Burkett, T.A., & Osborne, M.D. (2003). Teaching science for social justice. New York: Teachers College Press.
14. Cazden, C.B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
15. Chi, M.T.H., Slotta, J.D., & deLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
16. Cope, B. & Kalantzis, M. (Eds.) (1993). The powers of literacy : A genre approach to teaching writing. Pittsburgh, PA: University of Pittsburgh Press.
17. Cope, B. & Kalantzis, M. (Eds.) (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
18. Cutter, J., Vincent, M.R.L., Palincsar, A.S., & Magnusson, S.J. (2001, April). The cases of the black felt and missing light: Examining classroom discourse for evidence of learning with an innovative genre of science text. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
19. Denzin, N.K. & Lincoln, Y.S. (1994). Introduction. In N.D. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 1-17). Thousand Oaks, CA: Sage.
20. Dewey, J. (1916). Democracy and education. New York: Macmillan.
21. Dewey, J. (1929). The sources of a science of education. New York: H. Liveright.
22. Dewey, J. (1938). Experience and education. New York: Collier Macmillan.
23. diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10, 105225.
24. Donovan, C.A. & Smolkin, L.B. (2001). Genre and other factors influencing teachers' book selections for science instruction. Reading Research Quarterly, 36, 412-440.
25. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
26. Driver, R. & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students' conceptual frameworks in science. Studies in Science Education, 10, 3760.
27. Duke, N.K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224.
28. Duschl, R.A. (1990). Restructuring science education: The importance of theories and their development. New York: Teachers College.
29. Egan-Robertson, A. (1998). Learning about culture, language, and power: Understanding relationships among personhood, literacy practices, and intertextuality. Journal of Literacy Research, 30, 449-487.
30. Fairclough, N. (1992). Intertextuality in critical discourse analysis. Linguistics and Education, 4, 269-293.
31. Fowler, A. (1991). What's the weather today? New York: Children's Press.
32. Fowler, A. (1995). When a storm comes up? New York: Children's Press.
33. Fowler, A. (1996). What do you see in a cloud? New York: Children's Press.
34. Gee, J.P. & Green, J.L. (1998). Discourse analysis, leaning, and social practice: A methodological study. In P.D. Pearson & A. Iran-Nejad (Eds.), Review of research in education (vol. 23, pp. 119-169). Washington, DC: AERA.
35. Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.
36. Glaser, B.G. & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.
37. Green, J.L. & Dixon, C. (1993). Talking knowledge into being: Discursive practices in classrooms. Linguistics and Education, 5, 231-239.
38. Gutierrez, K., Baquedano-Lopez, P., Alvarez, H., & Chiu, M. (1999). Building a culture of collaboration through hybrid language practices. Theory into Practice, 8, 87-93.
39. Gutierrez, K., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286-303.
40. Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93-126.
41. Halliday, M.A.K. & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Victoria, Australia: Deakin University Press.
42. Halliday, M.A.K. & Martin, J.R. (1993). Writing science: Literacy and discursive power. Pittsburgh, PA: University of Pittsburgh Press.
43. Heath, S.B. (1982). Protean shapes in literacy events: Ever shifting oral and literate traditions. In D. Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 91-117). Norwood, NJ: Ablex.
44. Hewson, P. W. ( 1981 ). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
45. Hewson, P.W., Beeth, M.E., & Thorley, N.R. (1998). Teaching for conceptual change. In B.J. Fraser & K.G. Tobin (Eds.), International handbook of science education (pp. 199-218). Dordrecht, The Netherlands: Kluwer.
46. Hicks, D. (1995-1996). Discourse, learning, and teaching. Review of Research in Education, 21, 49-95.
47. Holton, G. (1988). Thematic origins of scientific thought: Kepler to Einstein. Cambridge, MA: Harvard University Press.
48. Johns, A.M. (1997). Text, role, and context: Developing academic literacies. Cambridge, UK: Cambridge University Press.
49. Johns, A.M. (Ed.) (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ: Lawrence Erlbaum.
50. Johnson, P. (1998). Children's understanding of changes of state involving the gas state. Part 2: Evaporation and condensation below boiling point. International Journal of Science Education, 20, 695-709.
51. Johnson, P. & Gott, R. (1996). Constructivism and evidence from children's ideas. Science Education, 80, 561-577.
52. Kamberelis, G. (2001). Producing heteroglossic classroom (micro)cultures through hybrid discourse practices. Linguistics and Education, 12, 85-125.
53. Kohl, H. (2002). Topsy-Turvies: Teacher talk and student talk. In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: Thoughts on language and culture in the classroom (pp. 145-161). New York: The New Press.
54. Kress, G. (1999). Genre and the changing contexts for English language arts. Language Arts, 76, 461-469.
55. Kress, G. (2000). Design and transformation: New theories of meaning. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 153-161). London: Routledge.
56. Lemke, J.L. (1985). Ideology, intertextuality, and the notion of register. In J.D. Benson & W.S. Greaves (Eds.), Systemic perspectives on discourse: Selected theoretical papers from the Ninth International Systemic Workshop (vol. 1, pp. 275-294). Norwood, NJ: Ablex.
57. Lemke, J.L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
58. Lemke, J.L. (1992). Intertextuality and educational research. Linguistics and Education, 4, 257-267.
59. Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
60. Lindfors, J.W. (1999). Children's inquiry: Using language to make sense of the world. New York: Teachers College Press.
61. Martin, J.R. & Veel, R. (Eds.) (1998). Reading science: Critical and functional perspectives on dicourses of science. London: Routledge.
62. Medawar, P. (1982). Pluto's republic. New York: Oxford University Press.
63. Miles, M.B. & Huberman, A.M. (1984). Qualitative data analysis: A sourcebook of new methods. Newbury Park, CA: Sage.
64. National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
65. Norman, D.A. (1983). Some observations on mental models. In D. Gentner & A.L. Stevens (Eds.), Mental models (pp. 7-14). Hillsdale, NJ: Erlbaum.
66. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
67. Ogborn, J., Kress, G., Martins, I., & McGullicuddy, K. (1996). Explaining science in the classroom. Buckingham, UK: Open University Press.
68. O'Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivismToward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29, 791-820.
69. Osborne, R. & Cosgrove, M. (1983). Children's conceptions of the changes of state of water. Journal of Research in Science Teaching, 20, 825-838.
70. Palincsar, A.S. & Magnusson, S.J. (1997, December). The role of text in supporting and extending first-hand investigations in guided inquiry science instruction. Paper presented at National Reading Conference, Scottsdale, AZ.
71. Pappas, C.C. (1993). Is narrative "primary"? Some insights from kindergarteners' pretend readings of stories and information books. Journal of Reading Behavior, 25, 97-129.
72. Pappas, C.C., Varelas, M., Barry, A., & Rife, A. (2003). Dialogic inquiry around information texts: The role of intertextuality in constructing scientific understandings in urban primary classrooms. Linguistics and Education, 13(4), 435-482.
73. Pappas, C.C., Varelas, M., Barry, A., & Rife, A. (2004). Promoting dialogic inquiry in information book read-alouds: Young urban children's ways of making sense in science. In W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 161-189). Newark, NJ: International Reading Association.
74. Pappas, C.C. & Zecker, L.B. (Eds.) (2001). Transforming literacy curriculum genres: Working with teacher researchers in urban classrooms. Mahwah, NJ: Lawrence Erlbaum.
75. Pintrich, P.R., Marx, R.W., & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
76. Popper, K.R. & Eccles, J.C. (1977). The self and its brain. Berlin: Springer.
77. Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
78. Schwab, J. (1978). The practical: A language for curriculum. In I. Westbury & N.J. Wilkof (Eds.), Science, curriculum, and liberal education: Selected essays (pp. 287-321). Chicago: University of Chicago Press.
79. Shymansky, J.A., Yore, L.D., & Good, R. (1991). Elementary school teachers' beliefs about perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors. Journal of Research in Science Teaching, 28, 437-454.
80. Solsken, J., Willett, J., & Wilson-Keenan, J. (2000). Cultivating hybrid texts in multicultural classrooms: Promise and challenge. Research in the Teaching of English, 35, 179-212.
81. Southerland, S.A., Abrams, E., Cummins, C.L., & Anzelmo, J. (2001). Understanding students' explanations of biological phenomena: Conceptual frameworks or p-prims? Science Education, 85, 328-348.
82. Strike, K. A. & Posner, G. J. ( 1992). A revisionist theory of conceptual change. In R. A. Duschl & R.J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). New York: State University of New York Press.
83. Sutton, C. (1992). Words, science and learning. Buckingham, UK: Open University Press.
84. Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.
85. Tyson, L.M., Venville, G.J., Harrison, A.G., & Treagust, D.F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.
86. Tytler, R. (2000). A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: Dimensions of conceptual progression. International Journal of Science Education, 22, 447-467.
87. Tytler, R. & Peterson, S. (2000). Deconstructing learning in science-Young children's responses to a classroom sequence on evaporation. Research in Science Education, 30, 339-355.
88. Varelas, M. (1996). Between theory and data in a 7th grade science class. Journal of Research in Science Teaching, 33, 229-263.
89. Varelas, M., & Pappas, C.C. (under review). Intertextuality in read-alouds of integrated science-literacy units in primary classrooms: Opportunities for the development of thought and language. Cognition and Instruction.
90. Varelas, M., Pappas, C.C., Barry, A., & O'Neill, A. (2001). Examining language to capture scientific understandings: The case of the water cycle. Science and Children, 38(7), 26-29.
91. Varelas, M., Pappas, C.C., & Rife, A. (2004). Dialogic inquiry in an urban 2nd grade classroom: How intertextuality shapes and is shaped by social interactions and conceptual understandings. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 139-168). Mahwah, NJ: Erlbaum.
92. Varelas, M. & Pineda, E. (1999). Intermingling and bumpiness: Exploring meaning making in the discourse of a science classroom. Research in Science Education, 29, 25-49.
93. Venville, G. (2004). Young children learning about living things: A case study of conceptual change from ontological and social perspectives. Journal of Research in Science Teaching, 41, 449-480.
94. Vosniadou, S. & Brewer, W. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
95. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
96. Vygotsky, L.S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky (vol. 1): Problems of general psychology (N. Minick, Trans.). New York: Plenum Press (original work published 1934).
97. Wallace, C. (2002, April). An illumination of the role of hands-on activities, discussion, text reading, and writing in constructing biology knowledge in seventh grade. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
98. Watson, J.R., Prieto, T., & Dillon, J.S. (1997). Consistency of students' explanations about combustion. Science Education, 81, 425-443.
99. Wells, G. (1990). Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20, 369-405.
100. Wells, G. ( 1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5, 1-37.
101. Wells, G. (1994). The complementary contributions of Halliday and Vygotsky to a "language-based theory of learning." Linguistics and Education, 6, 41-90.
102. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
103. Wells, G. & Chang-Wells, G.L. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
104. Wertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
105. Wolcott, H.F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
106. Young, R. (1992). Critical theory and classroom talk. Clevedon, UK: Multilingual Matters.
107. Zoehfeld, K.W. (1998). What is the world made of? All about solids, liquids, and gases. New York: Harper Collins.