Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science

Science Education

Volumn 88, Issue 6, 2004, Pages 855-884

  Ash, Doris ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 9344241381     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.20002     Document Type: Review

References (91)

1. Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52.
2. Aikenhead, G. S. (2000). Renegotiating the culture of school science. In R. Millar, J. Leach, and J. Osborne (Eds.), Improving science education: The Contribution of research (pp. 245-264). UK: Open University Press.
3. Aikenhead, G. S. (2002). Whose scientific knowledge? The colonizer and the colonized. In W.M. Roth and J. Désautels (Eds.), Science education as/for sociopolitical action (pp. 151-166). New York: Peter Lang.
4. Ash, D. (1995). From functional reasoning to an adaptationist stance: Children's transition toward deep biology. Unpublished doctoral dissertation. University of California, Berkeley.
5. Ash, D. (2002). Negotiation of biological thematic conversations in informal learning settings. In G. Leinhardt, K. Crowley, and K. Knutson (Eds.), Learning conversations in museums (pp. 357-400). Mahwah, NJ: Lawrence Erlbaum.
6. Ash, D. (2003a). Dialogic inquiry in life science conversations of family groups in museums. Journal of Research in Science Teaching, 40(2), 138-162.
7. Ash, D. (2003b). Dialogic inquiry and biological themes and principles: Implications for exhibit design. Journal of Museum Education. 28(2), 8-13.
8. Ash, D. (in press). Using video data to capture discontinuous science meaning making in non-school settings, Video Research in the Learning Sciences. LEA Press.
9. Ash, D., & Brown, A. L. (1996, April). Thematic continuities guide shifts in biological reasoning: Children's transition toward deep principles of evolution. Paper presented at the annual meeting of the American Educational Research Association, New York.
10. Ash, D., & Klein, C. (1999). Inquiry in the informal learning environment. In J. Minstrell, and E. Van Zee (Eds.), Teaching and learning in an inquiry-based classroom (pp. 216-240). Washington, DC: American Association for the Advancement of Science.
11. Ash, D., & Levitt, K. (2003). Working within the zone of proximal development: Formative assessment as professional development. Journal of Science Teacher Education 14(1), 23-48.
12. Ash, D., Ostrenko, M., Steier, F., & Borun, M. (2000, August). Analyzing inquiry through visitor conversation. Symposium presented at the annual meeting of the Visitor Studies Association, Boston.
13. Ash, D., & Wells, G. (in press). Dialogic inquiry in classroom and museum: Actions, tools and talk. Peter Lang Press.
14. Bakhtin, M. M. (1986). Speech genres and other late essays (Y. McGee, Trans.) Austin: University of Texas Press.
15. Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.
16. Brown, A. L. (1992). Design experiments: Theoretical and methodical challenges in creating complex interventions in classroom settings. The Journal of Learning Sciences, 2(2), 141-178.
17. 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: Psychological and educational considerations (pp. 188-228). New York: Cambridge University Press.
18. Brown, A. L., & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press.
19. Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of learning environments: On procedures, principles and systems. In L. Schauble and R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Lawrence Erlbaum.
20. Brown, A. L., Campione, J., Metz, K., & Ash, D. (1998). The development of science learning abilities in children. In A. Burgen & K. Harnquist (Eds.) Growing up with science: Developing early understanding of science (pp. 156-178). Dordrecht, Netherlands: Kluwer.
21. Brown, A. L., Ellery, S., & Campione, J. C. (1997). Creating zones of proximal development electronically. In J. Green & S. Goldman (Eds.), Thinking practices in math and science education (pp. 231-149) Hillsdale, NJ: Lawrence Erlbaum.
22. Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
23. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: Bradford Books, MIT Press.
24. Cleghorn, A., & Rollnick, M. (submitted). The role of English in individual and social development: A view from African classrooms.
25. Cobern, W. W., & Loving, C. C. (2001). Defining science in a multicultural world: Implications for science education. Science Education, 28, 50-67.
26. Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientific thinking in parent-child interactions. Journal of Museum Education, 23, 12-17.
27. Diamond, J. (1986). The behavior of family groups in science museums. Curator, 29(2), 139-154.
28. Diamond, J. ( 1999). Practical evaluation guide: Tools for museums and other informal educational settings. Walnut Creek, CA: Alta Mira Press.
29. Edwards, D., & Mercer, N. (1987). Common knowledge. London: Methuen/Routledge.
30. Ellenbogen, K. M. (2002). Museums in family life: An ethnographic case study. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations: Explanation and identity in museums (pp. 81-102). Mahwah, NJ: Lawrence Erlbaum.
31. Falk, J., & Dierking, L. (1992). The museum experience. Washington, DC: Whalesback Books.
32. Falk, J., & Dierking, L. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: Alta Mira Press.
33. Gallas, K. (1995). Talking their way into science. New York: Teacher College Press.
34. Gass, S. M., & Mackay, A. (2000). Stimulated recall methodology in second language research. Mahway, NJ: Lawrence Erlbaum.
35. Gelman, S. A., & Wellman, H. M. (1991). Insides and essences: Early understanding of the non-obvious. Cognition, 38, 213-244.
36. Gleason, M., & Schauble, L. (2000). Parents' assistance of scientific reasoning. Cognition and Instruction, 17(4), 343-378.
37. Good, R. G., Shymansky, J. A., & Yore, L. D. (1999). Censorship in science and science education. In E. H. Brinkley (Ed.), Caught off guard: Teachers rethinking censorship and controversy (pp. 101-121). New York: Allyn & Bacon.
38. Granott, N. (1998). Unit of analysis in transit: From the individual's knowledge to the ensemble process. Mind, Culture and Activity, 5(1), 42-66.
39. Green, J., & Dixon, C. (1993). Talking knowledge into being: Discursive practices in classrooms. Linguistics and Education, 5, 231-9.
40. Guberman, S. (2003, April). How parents help children connect everyday and academic concepts in a museum setting. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
41. Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93-116.
42. Hein, G. (1999). Learning in the museum. New York: Routledge.
43. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories about knowledge and knowing and their relationship to learning. Review of Educational Research, 67, 88-130.
44. Hood, M. (1989). Leisure criteria of family participation and nonparticipation in museums. In B. Butler & M. Sussman (Eds.), Museum visits and activities for family life enrichment (pp. 151-169). New York: Haworth Press.
45. Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 402-416.
46. Inagaki, K., & Sugiyama, K. (1988). Attributing human characteristics: Developmental changes in over- and underattribution. Cognitive Development, 3, 55-70.
47. Keil, F. (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. 231-256). Hillsdale, NJ: Lawrence Erlbaum.
48. Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press.
49. Latour, B., & Wolgar, S. (1986). Laboratory life: The social construction of scientific facts. Princeton, NJ: Princeton University Press.
50. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
51. Lee, O. (2002). Promoting scientific inquiry with elementary students form diverse cultures and languages. Review of Research in Education, 26, 23-69.
52. Lehrer, R., & Schauble, L. (1998). Reasoning about structure and function: Children's conceptions of gears. Journal of Research in Science Teaching, 35, 3-25.
53. Leinhardt, G., Crowley, K., & Knutson, K. (in press). Learning conversations: Explanation and identity in museums. Mahwah, NJ: Lawrence Erlbaum.
54. Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
55. Leont'ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet Psychology. Armonk, NY: Sharpe.
56. Linde, C. (1993). Life stories: The creation of coherence. New York: Oxford University Press.
57. Lindfors, J. W. (1999). Children's inquiry: Using language to make sense of the world. New York: Teacher College Press.
58. Martin, L. (1996, April). A Vygotskian approach to the design of a science center. Paper presented at the annual meeting of the American Educational Research Association, New York.
59. Martin, L., & Toon, R. (2003). Balancing act: Activity, theory applications to exhibit design. Journal of Museum Education 28(2), 14-19.
60. 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.
61. McManus, P. (1989). What people say and how they think in a science museum In D. L. Uzzell (Ed.), Heritage interpretation: Vol. 2. The visitor experience (pp. 156-165). London: Bellhaven Press.
62. McManus, P. (1994). Families in museums. In L. Miks & A. Zavala (Eds.), Towards the museum of the future (pp. 81-118). London: Routledge Press.
63. Medin, D., & Ortony, A. (1989). Comments on Part I: Psychological essentialism. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 89-103). New York: Cambridge University Press.
64. Metz, K. (1995). Reassessment of developmental constraints on children's science instruction. Review of Educational Research, 65(2), 93-127.
65. Moschkovich, J. (1989). Constructing a problem space through appropriation: A case study of tutoring during computer exploration. Paper presented at the meetings of the American Educational Research Association (AERA), San Francisco.
66. Moschkovich, J. N. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In W. Secada (Ed.), Changing faces of mathematics: Perspectives on multiculturalism and gender equity (Vol. 1). Reston, VA: National Council of Teachers of Mathematics.
67. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone. Cambridge, UK: Cambridge University Press.
68. Nystrand, M. (1997). Opening dialogue. New York: Teachers College Press.
69. Paris, S. G. (2002). Perspectives on object-centered learning in museums. Mahwah, NJ: Lawrence Erlbaum.
70. Paris, S. G., & Ash, D. (2002). Reciprocal theory building inside and outside museums. Curator 43(3):199-210.
71. Rahm, J. (in press). Multiple modes of meaning-making in a science center. Science Education.
72. 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, UK: Cambridge University Press.
73. Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon (Series Ed.), D. Kuhn, & R. S. Siegler (Volume Eds.), Handbook of child psychology: Cognition, perception and language (Vol. 2, pp. 679-744). New York: Wiley.
74. Rosebery, A., Warren, B., & Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 2(1), 61-94.
75. Rosengren, K. S., Gelman, S. A., Kalish, C. W., & McCormick, M. (1991). As time goes by: Children's early understanding of growth in animals. Child Development, 62, 1302-1320.
76. Roth, K. (2003). Talking to understand science. In J. Brophy (Ed.), Social constructivist teaching: Affordances and constraints. Advances in research on teaching series (Vol. 9.) New York: Elsevier/JAI.
77. Solomon, J. (2003). Home-school learning of science: The culture of homes and pupils' difficult border crossing. Journal of Research in Science Teaching, 40(2), 219-233.
78. Stevens, R., & Hall, R. (1997). Seeing Tornado: How video traces mediate visitor understandings of (Natural?) phenomena in a science museum. Science Education, 81(6), 735-748.
79. Tharp, R. (1997). From at-risk to excellence: Research, theory, and principles for practice, Research Report 1. The Center for Research on Education, Diversity & Excellence, Santa Cruz, CA.
80. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. New York: Cambridge University Press.
81. Vasquez, O. A., Pease-Alvarez, L., & Shannon, S. M. (1994). Pushing boundaries: Language and culture in a Mexicano community. New York: Cambridge University Press.
82. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
83. Vygotsky, L. S. (1934/1987). Thinking and speech. In R. W. Rieber and A. S. Carton (Eds.), The collected works of L. S. Vygotsky, Volume 1: Problems of General Psychology. New York: Plenum.
84. Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2000). Re-thinking diversity in learning science: The logic of everyday languages. Journal of Research in Science Teaching, 38(5), 529-552.
85. Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.
86. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
87. Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
88. Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
89. Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, UK: Cambridge University Press.
90. White, B. (1993). Intermediate causal models: A missing link for successful science education. In R. Glaser (Ed.), Advances in instructional psychology (pp. 177-252). Hillsdale, NJ: Lawrence Erlbaum.
91. Yore, L. D., Bisanz, G. L., & Hand, B. M. (in press). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education.