Thematic continuities: Talking and thinking about adaptation in a socially complex classroom

Journal of Research in Science Teaching

Volumn 45, Issue 1, 2008, Pages 1-30

  Ash, Doris ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Biology; Case study research; Language of science and classrooms; Middle school science

Indexed keywords

DATA REDUCTION; SCHOOL BUILDINGS; STUDENTS;

CASE STUDY RESEARCH; DISCRETE LEVELS; MIDDLE SCHOOL SCIENCE; PARTICIPANT STRUCTURES;

TEACHING;

EID: 38849127550     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20199     Document Type: Article

References (107)

1. Aikenhead, G.S. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education, 81, 217-238.
2. Aronson, E. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
3. Ash, D. (1995). From functional reasoning to an adaptationist stance: Children's transition toward deep biology. Unpublished doctoral dissertation, University of California Berkeley.
4. Ash, D. (2002). Negotiation of biological thematic conversations in informal learning settings. In: G. Leinhardt, K. Crowley, & K. Knutson (Eds.). Learning conversations in museums (pp. 357-400). Mahwah, NJ: Erlbaum.
5. Ash, D. (2004). Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science. Science Education, 88, 855-884.
6. Ash, D. (in revision). After the jigsaw is over: Developing dialogues in a socially and informationally complex classroom. Journal of the Learning Sciences.
7. Ash, D. (in preparation). Historical tensions, philosophical roots, and content design: Dealing with adaptation in a middle school classroom. Science and Education.
8. Ash, D., & Wells, G. (2006). Dialogic inquiry in the classroom and museum: Actions, tools and talk. In Z. Berkerman, N. Burbules, & D. Silberman-Keller (Eds.), Learning in places: The informal education reader (pp. 35-54). New York: Peter Lang Press.
9. Bakhtin, M.M. (1981). Discourse in the novel. In: M.M. Bakhtin (Ed.). The dialogic imagination: Four essays by M. M. Bakhtin (pp. 259-422). Austin, TX: University of Texas Press.
10. Bakhtin, M.M. (1986). Speech genres and other late essays (Y. McGee, Trans.). Austin, TX: University of Texas Press.
11. Ball, A., & Freedman, S.W. (2004). Bakhtinian perspectives on language, literacy, and learning. Cambridge, UK: Cambridge University Press.
12. Ballenger, C. (1992). Because you like us: The language of control. Harvard Educational Review, 62, 199-209.
13. Ballenger, C. (1997). Social Identities, moral narratives, scientific argumentation: Science talk in a bilingual classroom. Language and Education 11, 1-14.
14. Baquedano-Lopez, P., Solas, J., & Kattan, S. (2005). Adaptation: The language of classroom learning. Linguistics and Education, 16,1-26.
15. Bartolomae, L.I. (1998). The misteaching of academic discourses: The politics of language in the classroom. Oxford: Westview Press.
16. Barton, A.C. (2003). Teaching science for social justice. New York: Teachers College Press.
17. Bell, P. (2005, September). Mapping arguments in the science classroom: Insights from instructional scaffolding studies. Paper presented at the First Congress of the International Society for Cultural and Activity Research (ISCAR) in Sevilla, Spain.
18. Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29, 3-12.
19. Bereiter, C., & Scardamalia, M. (1996). Rethinking learning. In: D. R. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 485-513). Cambridge, MA: Blackwell.
20. Brown, A.L. (1992). Design experiments: Theoretical and methodical challenges in creating complex interventions in classroom settings. The Journal of Learning Sciences, 2, 141-178.
21. Brown, A.L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J.C. (1993). Distributed expertise in the classroom. In: G. Salomon (Ed.). Distributed cognitions, (pp. 188-228) New York: Cambridge University Press.
22. Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners. In: K. McGiIIy (Ed.). Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229270). Cambridge, MA: MIT Press/Bradford Books.
23. Brown, A.L., & Campione, J.C. (1996). Psychological learning theory and design of innovative environments: On procedure, principles and systems. In: L. Schauble, & R. Glaser (Eds.). Contributions of instructional innovation to understanding learning (pp. 86-102). Hillsdale, NJ: Erlbaum.
24. Brown, A.L., & Reeve, R.A. (1987). Bandwidths of competence: The role of supportive contexts in learning and development. In: L. S. Liben (Ed.). Development and learning: Conflict or congruence? (pp. 173-223). Hillsdale, NJ: Erlbaum.
25. Brown, B.A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41, 810-834.
26. Bunch, G. (forthcoming). The language of ideas and the language of display: Expanding notions of "Academic Language." In: K. Rolstead (Ed.). Rethinking school language. Mahwah, NJ: Erlbaum.
27. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: Bradford Books, MIT Press.
28. Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
29. Crawford, T., Kelly, G.J., & Brown, C. (2000). Ways of knowing beyond facts and laws of science: An ethnographic investigation of student engagement in scientific practices. Journal of Research in Science Teaching, 37, 237-258.
30. Crowley, K., & Galco, J. (2001). Family conversations and the emergence of scientific literacy. In: K. Crowley, C. Schunn, & T. Okada (Eds.). Designing for science: Implications from everyday, classroom, and professional science (pp. 393-413). Mahwah, NJ: Erlbaum.
31. Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In: G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333-355). Mahwah, NJ: Erlbaum.
32. D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44-48.
33. D'Ambrosio, U. (1992). Ethnomathematics: A research programme on the history and philosophy of mathematics with pedagogical implications. Notices of the American Mathematics Society, 39, 1183-1185.
34. Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other peoples' children. Harvard Educational Review, 58, 280-298.
35. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London Routledge.
36. Eldredge, N. (1985). Unfinished synthesis: Biological hierarchies and modern evolutionary thought. New York: Oxford University Press.
37. Engle, R.A., & Conant, F.R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20, 399-483.
38. Gallego, M.A., & Finkelstein, N. (2004). When the classroom isn't in school: The construction of scientific knowledge in an after-school setting. In: R. Yerrick and W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning. Mahwah, NJ: Erlbaum.
39. Gee, J.P. (2005). Language in the science classroom: Academic social languages as the heart of school-based literacy. In: R. Yerrick & W.M. Roth (Eds.). Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research (pp. 39-44). Mahwah, NJ: Erlbaum.
40. Gelman, R. (1990). First principles organize attention to and learning about relevant data: Number and the animate-inanimate distinction as examples. Cognitive Science, 14, 79-106.
41. Gelman, S.A. (2003). The essential child: Origins of essentialism in everyday thought. Oxford: Oxford University Press.
42. Gelman, S.A., & Welman, H.M. (1991). Insides and essences: Early understanding of the non-obvious. Cognition, 38, 213-244.
43. Gonzélez, N., Moll, L.C., Tenery, M.F., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29, 443-470.
44. Gould, S.J. (1991). Bully for brontosaurus. New York: W.W. Norton & Co.
45. Guberman, S. (2003, April). How parents help children connect everyday and academic concepts in a museum setting. Paper presented at the annual meeting of American Educational Research Association.
46. Gutiérrez, K. (1995). Unpackaging academic discourse. Discourse Processes 19, 21-37.
47. Gutiérrez, K., Baquedano-Lopez, P., & Tejada, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind Culture and Activity, 6, 286-303.
48. Gutiérrez, K., Baquedano-Lopez, P., & Turner, M.G. (1997). Putting language back into language arts: When the radical middle meets the third space. Language Arts, 7, 368-378.
49. Gutiérrez, K., & Rogoff, B. (2004). Cultural ways of learning: Individual styles or repertoires of practice. Educational Researcher, 32, 19-25.
50. Hatano, G., & Inagaki, K. (1987). Everyday biology and school biology: How do they interact? The Newsletter of the Laboratory of Comparative Human Cognition, 9, 120-128.
51. Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, MA: Cambridge University Press.
52. Hudicourt-Barnes, J. (2001). Bay odyans: Argumentation in Haitian Creole classrooms. Hands on!, 24, 7-9.
53. Hurd, P.D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 402-416.
54. Inagaki, K., & Sugiyama, K. (1988). Attributing human characteristics: Developmental changes in over- and underattribution. Cognitive Development, 3, 55-70.
55. John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development. Educational Psychology, 31, 191-206.
56. Keil, F.C. (1992). The origins of autonomous biology. In: M.R. Gunman, & M. Marasotos (Eds.). Minnesota Symposium on child psychology: Modularity and constraints on language and cognition (pp. 56-73). Hillsdale, NJ: Erlbaum.
57. Kelly, G., & Chen, C. (1999). The sound of music: Constructing science as sociocultural practice through oral and written discourse. Journal of Research in Science Teaching, 36, 883-915.
58. Lee, O. (2002). Promoting scientific inquiry with elementary students from diverse cultures and languages. Review of Research in Education, 26, 23-69.
59. Leander, Kevin M. (2002). Silencing in classroom interaction: Producing and relating social spaces. Discourse Processes, 34(2), 193-235.
60. Lemke, J.L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
61. Lemke, J. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296-316.
62. Mahn, H., & John-Steiner, V. (2002). The gift of confidence: AVygotskian view of emotions. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education. Oxford, UK: Blackwell.
63. Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25-45.
64. Matusov, E., & Rogoff, B. (1995). Evidence of development from people's participation in communities of learners. In: J. Falk & L. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp. 97-104). Washington, DC: American Association of Museums.
65. Mayr, E. (1988). Is there an autonomous biology? Toward a new philosophy of biology (pp. 23-38). Cambridge, MA: Belknap Press.
66. Merchant, C. (1990). Environmental ethics and political conflict: A view from California. Environmental Ethics, 12, 45-68.
67. Medin, D., & Atran, S. (1999). Folk biology. Cambridge, MA: MIT Press.
68. Medin, D., & Ortony, A. (1989). Comments on part I: Psychological essentialism. In: S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 179-195). Cambridge, MA: Cambridge University Press.
69. Miano, A.A. (2004). Voices in dialogue-Hybridity as literacy, literacy as hybridity: Dialogic responses to a heteroglossic world. In: A.F. Ball, & S.W. Freedman (Eds.). Bakhtinian perspectives on language, literacy, and learning (pp. 307-314). Cambridge, MA: Cambridge University Press.
70. Moje, E.B., Collazo, T., & Carillo, R. (2001). "Maestro, what is 'quality'?": Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38, 469-498.
71. Morris, P. (1997). The Bakhtin reader: Selected writings of Bakhtin, Medvedev, Voloshinov. London: Edward Arnold.
72. Moschkovich, J.N. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In: W. Secada (Ed.). Changing the faces of mathematics, Vol. 1: Perspectives on multiculturalism and gender equity (pp. 85-93). Reston, VA: NCTM.
73. Moschkovich, J.N. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Matiamatical Thinking and Learning, 4, 189-212.
74. Moschkovich, J.N., & Brenner, M. (2000). Integrating a naturalistic paradigm into research on mathematics and science cognition and learning. In: R. Lesh, & A. Kelly (Eds.). Handbook of research design in mathematics & science education (pp. 457-486). Mahwah, NJ: Erlbaum.
75. Nassaji, H., & Wells, G. (2000). What's the use of "triadic dialogue"? An investigation of teacher-student interaction. Applied Linguistics, 21, 376-406.
76. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York Teachers College Press.
77. Nystrand, M., & Gamoran, A. (1991). Student engagement: When recitation becomes conversation. In: H.C. Waxman, & H.J. Walberg (Eds.). Effective teaching: Current research (pp. 91-111). Berkeley, CA: McCutchan Publishing Corp.
78. O'Connor, M.C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology & Education Quarterly, 24, 318-335.
79. Ogawa, M. (1995). Science education in a multi-science perspective. Science Education, 79, 583-593.
80. Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
81. Piaget, J. (1929). The child's conception of the world (J. Tomlinson & A. Tomlinson, Trans.). London: Kegan, Paul, Trench, Taubner & Company.
82. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In: J.V. Wertsch, P. del Rio, & A. Alvarez (Eds.). Sociocultural studies of mind (pp. 139-164). Cambridge, MA: Cambridge University Press.
83. Rogoff, B. (1998). Cognition as a collaborative process. In: D. Kuhn, & R. Siegler (Eds.). Cognition, perception and language, Handbook of child psychology (Vol. 2,5: 5th ed., pp. 679-744). New York: Wiley.
84. Rosebery, A., Warren, B., & Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2, 61-94.
85. Roth, K. (2002). Talking to understand science. In: J. Brophy (Ed.). Social constructivist teaching: Affordances and constraints series: Advances in research on teaching (Vol. 9, pp. 197-262) Oxford: Elsevier/JAI.
86. Rutherford, M. (1995). "I can't fight with our fists, words are our power": Children in the middle school years learning to write academic prose. Unpublished doctoral dissertation, University of California. Berkeley.
87. Rutherford, M., & Ash, D. (2006 April). Measuring promise: Teacher research over a decade later. Symposium presented at the AERA annual conference, San Francisco.
88. Rutherford, M., & Ash, D. (in press). The Ann Brown Fostering a Community of Learners Legacy: Still learning after all these years. In: J. Campione, A. Palincsar, & K. Metz (Eds.). Learning in laboratory and classroom context: Essays in honor of Ann Brown. Mahwah, NJ: Erlbaum.
89. Schwab, J. (1964). Structure of the disciplines: Meanings and significances. In G.W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 6-30). Chicago: Rand McNally & Co.
90. Shepardson, D.P., & Britsch, S.J. (2006). Zone of interaction: Differential access to elementary science discourse. Journal of Research in Science Teaching, 43, 443-466.
91. Simonelli, R. (1994). Sustainable science: A look at science through historic eyes and through the eyes of indigenous peoples. Bulletin of Science, Technology and Society, 14, 1-12.
92. Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85, 6-34.
93. Springer, K., & Keil, F.C. (1991). Early differentiation of causal mechanisms appropriate to biological and non-biological kinds. Child Development, 60, 637-648.
94. Stone, C.A., & Wertsch, J.V. (1984). A social interactional analysis of learning disabilities remediation. Journal of Learning Disabilities, 17, 194-199.
95. Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. New York: Cambridge University Press.
96. Valdés, G. (2004). The teaching of academic language to minority second language learners. In: A.F. Ball & S.W. Freedman (Eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 66-98). Cambridge, MA: Cambridge University Press.
97. Van der Veer, R., & Valsinar, J. (1994). The Vygotsky reader. Cambridge, MA: Blackwell Publishers.
98. Van Dijk, T.A. (1996). Discourse, power and access. In: C.R. Caldes-Coulthard, & M. Coulthard (Eds.), Texts and practices: Reading in critical discourse analysis (pp. 84-104). London: Routledge.
99. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
100. Vygotsky, L.S. (1986). Thought and language (revised edition). Cambridge, MA: MIT Press.
101. Warren, B., Ballenger, C., Ogonowski, M., & Hudicourt-Barnes, J. (2000). Re-thinking diversity in learning science: The logic of everyday languages. Journal of Research in Science Teaching, 38, 529-552.
102. Wells, G. (1998). Using L1 to master L2:A response to Antón and DiCamilla's "socio-cognitive functions of L1 collaborative interaction in the L2 classroom". Canadian Modern Language Review, 54.
103. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
104. Wellman, H.M., & Gelman, S. (1988). Children's understanding of the non-obvious. In: R.J. Sternberg (Ed.), Advances in the psychology of human intelligence. (Vol. 4, pp. 99-135). Hillsdale, NJ: Erlbaum.
105. Wellman, H.M., & Gelman, S.A. (1992). Cognitive development: Foundational theories in core domains. Annual Review of Psychology, 43, 613-637.
106. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
107. Wertsch, J.V., & Stone, C.A. (1985). The concept of internalization in Vygotsky's account of the genesis of higher mental functions. In: J.V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 162-179). New York: Cambridge University Press.