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Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom

Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom

 Axelsson, Monica
 Routledge, 2020
 UK Limited : Pages 291-310 English ISSN: 09500782
Junior high school educationScientific topicsKhoa họcThụy ĐiểnGiáo dục trung học cơ sở
Tác giả CN Axelsson, Monica
Nhan đề Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom / Monica Axelsson, Britt Jakobson
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 291-310
Tóm tắt In this article we examine a teacher’s and multilingual students’ use of multiple resources and their potential for students’ meaning-making of sound and sound transmission. Students were 14–15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher’s awareness of the unit’s abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using ‘physics words’. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.
Thuật ngữ chủ đề Junior high school education
Thuật ngữ chủ đề Scientific topics
Từ khóa tự do Khoa học
Từ khóa tự do Thụy Điển
Từ khóa tự do Giáo dục trung học cơ sở
Từ khóa tự do Junior high school education
Từ khóa tự do Scientific topics
Tác giả(bs) CN Jakobson, Britt
Tác giả(bs) TT Taylors & Francis Group
Nguồn trích Language and Education- Volume 34, 2020 - Issue 4
Tệp tin điện tử https://doi.org/10.1080/09500782.2020.1740730
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a Pages 291-310
520[ ] |a In this article we examine a teacher’s and multilingual students’ use of multiple resources and their potential for students’ meaning-making of sound and sound transmission. Students were 14–15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher’s awareness of the unit’s abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using ‘physics words’. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.
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