"The coat traps all your body heat": Heterogeneity as fundamental to learning

Journal of the Learning Sciences

Volumn 19, Issue 3, 2010, Pages 322-357

  Rosebery, Ann S ^a   Ogonowski, Mark ^b   DiSchino, Mary ^a   Warren, Beth ^a  

^a TERC   (United States)

^b ARIZONA GAME AND FISH DEPARTMENT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77954651985     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1080/10508406.2010.491752     Document Type: Article

References (94)

1. American Association for the Advancement of Science/Project 2061. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
2. Amin, T. (2001). A cognitive linguistics approach to the layperson's understanding of thermal phenomena. In A. Cienki, B. Luka, & M. Smith (Eds.), Conceptual discourse factors in linguistic structure (pp. 27-44). Stanford, CA: CSLI.
3. Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.
4. Bakhtin, M. M. (1984). Problems of Dostoevsky's poetics. Minneapolis, MN: University of Minnesota Press.
5. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.
6. Ball, D. L., & Wilson, S. (1996). Integrity in teaching: Recognizing the fusion of the moral and intellectual. American Educational Research Journal, 33(1), 155-192.
7. Ballenger, C. (2009). Puzzling moments, teachable moments. New York, NY: Teachers College Press.
8. Bang, M., Medin, D. L., & Atran, S. A. (2007). Cultural mosaics and mental models of nature. Proceedings of the National Academy of Sciences, 104, 13868-13874.
9. Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2, 141-178.
10. Burton, L., Allison, K., & Obeidallah, D. (1995). Social context and adolescents: Perspectives on development among inner-city African-American teens. In L. Crockett & A. Crouter (Eds.), Pathways through adolescence: Individual development in social contexts (pp. 119-138). Mahwah, NJ: Erlbaum.
11. Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge, discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50-73.
12. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
13. Chi, M. T. H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199.
14. CHiLD. (2005). Collective for the Study of Human Learning and Diversity: A proposal submitted to the National Science Foundation. C. Lee, B. Warren & K. Gutiérrez, Principal Investigators.
15. Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir & P. Cobbs (Eds.), Improving access to mathematics: Diversity and equality in the classroom (pp. 105-117). New York: NY: Teachers College Press.
16. Clark, D. B., & Linn, M. C. (2003). Scaffolding knowledge integration through curricular depth. Journal of the Learning Sciences, 12, 451-494.
17. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
18. Cole, M. (2000). Struggling with complexity: The handbook of child psychology at the millennium. Essay review. Human Development, 6, 369-375.
19. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. Pittsburgh, PA: University of Pittsburgh Press.
20. Delpit, L. (1986). Skills and other dilemmas of a progressive Black educator. Harvard Educational Review, 56, 379-386.
21. Design-Based Research Collective. (2003). Design-based research: An emerging paradigm. Educational Researcher, 32(1), 9-14.
22. DiSchino, M. (1998). Why do bees sting and why do they die afterward? In A. Rosebery & B. Warren (Eds.), Boats, balloons, and classroom video: Science teaching as inquiry (pp. 109-133). Portsmouth, NH: Heinemann.
23. diSessa, A. (2000). Changing minds: Computers, learning and literacy. Cambridge, MA: MIT Press.
24. diSessa, A., Hammer, D., Sherin, B., & Kolpakowski, T. (1991). Inventing graphing: Meta-representational expertise in children. Journal of Mathematical Behavior, 10, 117-160.
25. diSessa, A., & Minstrell, J. (1998). Cultivating conceptual change with benchmark lessons. In J. G. Greeno & S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 155-188). Mahwah, NJ: Erlbaum.
26. Erickson, F. (2003). Culture in society and in educational practice. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives (5th ed., pp. 31-58). New York, NY: Wiley.
27. Feynman, R. (1995). Six easy pieces: Essentials of physics explained by its most brilliant teacher. Reading, MA: Perseus Books.
28. Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. A. (1998). "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom. Learning and Instruction, 8, 527-548.
29. Gallas, K. (1995). Talking their way into science. Hearing children's questions and theories, responding with curricula. New York: NY: Teachers College Press.
30. Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. London, England: Falmer.
31. Gee, J. P. (1996). Vygotsky and current debates in education: Some dilemmas as afterthoughts to discourse, learning, and schooling. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 269-282). Cambridge, England: Cambridge University Press.
32. Gee, J. P. (2008). What is academic language? In A. Rosebery & B. Warren (Eds.), Teaching science to English language learners (pp.57-70). Arlington, VA: National Science Teachers Association Press.
33. Gee, J. P., & Clinton, K. (2000). An African-American child's "science talk": Co-construction of meaning from the perspective of multiple discourses. In M. Gallego & S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard (pp. 118-135). New York, NY: Teachers College Press.
34. González, N., Moll, L., & Amanti, C. (2004). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum.
35. Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606-633.
36. Goodwin, C. (2000). Practices of color classification. Mind, Culture, and Activity, 7(1&2), 19-36.
37. Gutiérrez, K., Baquedano-López, P., & Alvarez, H. (2001). Literacy as hybridity. In M. de la Luz Reyes & J. J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 122-141). New York, NY: Teachers College Press.
38. Gutiérrez, K., & Orellana, M. (2006). The problem of English learners: Constructing genres of difference. Research in the Teaching of English, 40, 502-507.
39. Gutiérrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
40. Hall, R., & Greeno, J. G. (2008). Conceptual learning. In T. Good (Ed.), 21st century education: A reference handbook (pp. 212-221). Thousand Oaks, CA: Sage.
41. Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literary and discursive power. Pittsburgh, PA: University of Pittsburgh Press.
42. Hammer, D., & Elby, A. (2003). Tapping epistemological resources for learning physics. Journal of the Learning Sciences, 12, 53-90.
43. Heath, S. B. (1989). Oral and literate traditions among Black Americans living in poverty. American Psychologist, 44, 367-373.
44. Herrenkohl, L. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16, 431-473.
45. Herrenkohl, L. (2006). Intellectual role taking: Supporting discussion in heterogeneous elementary science classes. Theory Into Practice, 45(1), 47-54.
46. Hewitt, P. G. (2002). Conceptual physics. Reading, MA: Addison-Wesley.
47. Hochschild, J., & Scovronick, N. (2003). The American dream and the public schools. New York, NY: Oxford University Press.
48. Hudicourt-Barnes, J. (2003). The use of argumentation in Haitian Creole science classrooms. Harvard Educational Review, 73(1), 73-93.
49. International Association for the Evaluation of Educational Achievement. (1997). IEA's Third International Mathematics and Science Study. TIMSS science items: Released set for population 1 (third and fourth grades). Chestnut Hill, MA: TIMSS, Boston College.
50. Johnson, P. (1998). Progression in children's understanding of a "basic" particle theory: A longitudinal study. International Journal of Science Education, 20, 393-412.
51. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4, 39-103.
52. Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp.317-334). Cambridge, England: Cambridge University Press.
53. Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68.
54. Latour, B. (1986). Visualization and cognition: Thinking with eyes and hands. Knowledge and society: Studies in the sociology of culture past and present, 6, 1-40.
55. Lee, C. D. (1993). Signifying as a scaffold for literary interpretation: The pedagogical implications of an African American discourse genre. Urbana, IL: National Council of Teachers of English.
56. Lee, C. D. (2000). Signifying in the zone of proximal development. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 191-225). Cambridge, England: Cambridge University Press.
57. Lee, C. D. (2002). Interrogating race and ethnicity as constructs in the examination of cultural processes in developmental research. Human Development, 45, 282-290.
58. Lee, C. D. (2007). Culture, literacy and learning. New York, NY: Teachers College Press.
59. Lee, V. R., & Sherin, B. (2006). Beyond transparency: How students make representations meaningful. In S. Barab, E. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 397-403). Mahwah, NJ: Erlbaum.
60. Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Erlbaum.
61. Massachusetts Department of Education. (1995). Massachusetts curriculum frameworks for science and technology. Boston, MA: Author.
62. Massachusetts Department of Education. (2000). Release of Spring 2000 test items. Retrieved from http://www.doe.mass.edu/mcas/2000/release/
63. Massachusetts Department of Education. (2002). Release of Spring 2002 test items. Retrieved from http://www.doe.mass.edu/mcas/2002/release/default.html
64. Michaels, S., & Sohmer, R. (2000). Narratives and inscriptions: Cultural tools, power and powerful sensemaking. In B. Cope & M. Kalantzis (Eds.), Multiliteracies (pp. 267-288). London, England: Routledge.
65. Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
66. Moll, L. (2000). Inspired by Vygotsky: Ethnographic experiments in education. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 256-268). Cambridge, England: Cambridge University Press.
67. Moll, L., & González, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699-715). New York, NY: Jossey-Bass.
68. Morson, G. S., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.
69. Nasir, N. (2000). Points ain't everything: Emergent goals and average and percent understandings in the play of basketball among African-American students. Anthropology and Education, 31(3), 283-305.
70. Nasir, N. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2&3), 211-245.
71. Nasir, N., Rosebery, A., Warren, B., & Lee, C. (2006). Learning as a cultural process: Achieving equity through diversity. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 489-504). Cambridge, England: Cambridge University Press.
72. National Research Council. (1996). National science education standards. Washington DC: National Academies Press.
73. Nemirovsky, R., Tierney, C., & Wright, T. (1998). Body motion and graphing. Cognition and Instruction, 16(2), 119-172.
74. New London Group. (2000). A pedagogy of multiliteracies: Designing for social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-38). London, England: Routledge.
75. Noble, T. (in preparation). Atoms, molecules, and models: How do students make sense of the particulate nature of matter? Unpublished manuscript.
76. Ochs, E., Gonzales, P., & Jacoby, S. (1996). "When I come down I'm in the domain state": Grammar and graphic representation in the interpretive activity of physicists. In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and grammar (pp. 328-369). Cambridge, England: Cambridge University Press.
77. 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(4), 318-335.
78. Reiner, M., Slotta, J. D., Chi, T. H., & Resnick, L. B. (2000). Naïve physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18(1), 1-34.
79. Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
80. Rosebery, A. (2005). "What are we going to do next?" A case study of lesson planning. In R. Nemirovsky, A. Rosebery, B. Warren, & J. Solomon (Eds.), Everyday matters in mathematics and science: Studies of complex classroom events (pp. 299-328). Mahwah, NJ: Erlbaum.
81. Rosebery, A., & Warren, B. (Eds.). (2008). Teaching science to English language learners. Arlington, VA: National Science Teachers Association Press.
82. Sherin, B. (2006). Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43, 535-555.
83. Smith, C. L., Wiser, M., Anderson, C. W., Krajcik, J., & Coppola, B. (2006). Implications of research on children's learning for standards and assessment. A proposed learning progression for matter and the atomic theory. Focus articles. Measurement: Interdisciplinary Research and Perspectives, 14, 1-98.
84. Smith, J. P., diSessa, A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115-163.
85. Snir, J., Smith, C., & Raz, G. (2003). Linking phenomena with competing underlying instructional models. Science Education, 87, 794-830.
86. Southerland, S., Kittleson, J., Settlage, J., & Lanier, K. (2005). Individual and group meaning-making in an urban third grade classroom: Red fog, cold cans, and seeping vapor. Journal of Research in Science Teaching, 42, 1032-1061.
87. Spencer, M. B. (2008). Lessons learned and opportunities ignored since Brown v. Board of Education: Youth development and they myth of a color-blindsociety. Educational Researcher, 37 (5), 253-266.
88. Ueno, N. (2000). Ecologies of inscription: Technologies of making the social organization of work and the mass production of machine parts visible in collaborative activity. Mind, Culture, and Activity, 7(1&2), 59-80.
89. Varelas, M., & Pappas, C. (2006). Intertextuality in read-alouds of integrated science-literacy units in urban primary classrooms: Opportunities for the development of thought and language. Cognition and Instruction, 24(2), 211-259.
90. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press. (Original work published 1930)
91. Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sensemaking. Journal of Research in Science Teaching, 38, 529-552.
92. Warren, B., Ogonowski, M., & Pothier, S. (2005). "Everyday" and "scientific": Re-thinking dichotomies in modes of thinking in science learning. In R. Nemirovsky, A. Rosebery, J. Solomon, & B. Warren (Eds.), Everyday matters in mathematics and science: Studies of complex classroom events (pp. 119-148). Mahwah, NJ: Erlbaum.
93. Wertsch, J. (Ed.). (1985). Culture, communication and cognition. Cambridge, England: Cambridge University Press.
94. Wikipedia. (2008). Retrieved from http://en.wikipedia.org/wiki/Colloid