Learning Science: Discourse Practices

2017 ◽  
pp. 223-237
Author(s):  
Gregory J. Kelly
Keyword(s):  
Learning Science ◽  
Science Discourse ◽  
Discourse Practices

Retailing science: genre hybridization in online science news stories

2018 ◽  
Vol 38 (2) ◽  
pp. 243-265 ◽  
Author(s):  
Yiqiong Zhang
Keyword(s):  
Press Releases ◽  
Science Journalism ◽  
News Production ◽  
University Websites ◽  
News Stories ◽  
Science Discourse ◽  
Discourse Practices ◽  
Science News ◽  
Science Rhetoric ◽  
Promotional Discourse

AbstractThis study explores how marketing and science rhetoric have become entrenched in online science news stories. The schematic structures of a corpus of 270 news stories from three types of website (university websites, the websites of Futurity.org and MSNBC.com) have been analyzed and compared. An eight-move structure identified from the corpus suggests that the genre of news stories is a hybridization of promotional discourse for marketization and science discourse for explanation. Hybridization is first evident in university press releases, which are then spread by the mass media without significant changes. From the perspective of intertextual chains, the emerging discourse practices can be attributed to the power shifting of news production from journalists to science institutions and further from journalistic to scientific norms. In turn, the discourse practices accelerate the shift of power, which could ultimately lead to the loss of independent and critical science journalism.

A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

2021 ◽  
pp. 003465432110424
Author(s):  
Christine L. Bae ◽  
Daphne C. Mills ◽  
Fa Zhang ◽  
Martinique Sealy ◽  
Lauren Cabrera ◽  
...  
Keyword(s):  
United States ◽  
Empirical Studies ◽  
The United States ◽  
Individual Student ◽  
Science Discourse ◽  
Discourse Practices ◽  
Science Talk ◽  
K 12 ◽  
Complex Phenomena ◽  
Urban Classrooms

The literature on science discourse in K–12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students’ learning; however, a synthesis of key findings from the expansive literature base is needed. This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes. Findings are discussed in relation to contemporary approaches that integrate theories and methodologies to account for the complex phenomena of science discourse, including interacting elements across levels as well as stable and changing patterns that influence students’ access to, and nature of, science talk in urban classrooms. Unresolved questions related to high-leverage, equitable, and sustainable discourse practices; future lines of inquiry that can benefit by drawing from diverse theoretical traditions and mixed methodological approaches; and practical implications for classroom-based strategies to support science discourse are also discussed.

Exploring the Use of Animation Software with Young Bilingual Students Learning Science

1998 ◽  
Vol 19 (3) ◽  
pp. 247-267 ◽  
Author(s):  
Carlos E. García
Keyword(s):  
Science Learning ◽  
Bilingual Children ◽  
Learning Science ◽  
Temporal Relations ◽  
Bilingual Students ◽  
Science Discourse ◽  
Science Story ◽  
Starting Point ◽  
Science Concepts ◽  
Animation Software

This study investigates those practices associated with the design, creation, and revision of animated models that tell a science story. It reveals information about how animation software assists young bilingual children in science learning. The article argues that bilingual children benefit from the ability of animation software to displace and reassemble spatial and temporal relations in science (with the effect of shaping language). Evidence that animation software displaces and reassembles knowledge in science is exposed by 1) having accessibility to different worlds, 2) the capacity to manipulate science concepts, and 3) connecting structure and sequence to function. The study suggests that this type of visual displacement and reassembling is a starting point for the development of science discourse in English among bilingual children.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV SD NEGERI 004 SEBERANG TELUK HILIR KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Kasmarni Kasmarni
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Science ◽  
School Students ◽  
Class Iv

This research is motivated by the results of learning science in fourth grade elementary school students who are still low. The purpose of this study was to improve the learning outcomes of science by applying the Cooperative Think Pair Share (TPS) type learning model. The results showed, seen from the basic score, students who completed as many as 11 people with a percentage of 47.82% while students who did not complete amounted to 12 people with a percentage of 52.17%. cycle I, students who completed at 17 people with a percentage of 73.91% while students who did not complete as many as 6 people with a percentage of 26.08%. cycle II, students who completed as many as 20 people with a percentage of 86.95% while the incomplete amounted to 3 people with a percentage of 13.04%. from the results of this study it can be concluded that by applying the cooperative learning model the Think Pair Share (TPS) type can improve the science learning outcomes of class IV elementary school 004 Seberang Teluk Hilir Kuantan Tengah District Kuantan Singingi Regency.

Towards a GIS Analysis of Literary Cultures: The Making of the Slovenian Ethnoscape Through Literature

2015 ◽  
Vol 9 (2) ◽  
pp. 196-218
Author(s):  
Marko Juvan ◽  
Joh Dokler
Keyword(s):  
Literary Culture ◽  
Literary Texts ◽  
Spatial Turn ◽  
Territorial Expansion ◽  
Reciprocal Influence ◽  
Discourse Practices ◽  
The Social ◽  
Literary Cultures ◽  
History Of ◽  
National Ideology

This article presents methodological starting points, heuristics and the results of a GIS-based analysis of the history of Slovenian literary culture from the 1780s to 1941. The ethnically Slovenian territory was multilingual and multicultural; it belonged to different state entities with distant capitals, which was reflected in the spatial dynamic of literary culture. The research results have confirmed the hypotheses of the research project ‘The Space of Slovenian Literary Culture,’ which were based on postulates of the spatial turn: the socio-geographical space influenced the development of literature and its media, whereas literature itself, through its discourse, practices and institutions, had a reciprocal influence on the apprehension and structuring of that space, as well as on its connection with the broader region. Slovenian literary discourse was able to manifest itself in public predominantly through the history of spatial factors: (a) the formation, territorial expansion and concentration of the social network of literary actors and media; (b) the persistent references of literary texts to places that were recognized by addressees as Slovenian, thereby grounding a national ideology. Taking all of this into account, and based on meta-theoretical reflection, the project aims to contribute to the development of digital humanities and spatial literary studies.

PENILAIAN PERFORMA DALAM PEMBELAJARAN SAINS

2014 ◽  
Vol 15 (1) ◽  
pp. 22-30
Author(s):  
R. Dicky Agus Purnama ◽  
Benny Agus Pribadi
Keyword(s):  
Performance Assessment ◽  
Learning Outcome ◽  
Learning Activities ◽  
Learning Science ◽  
Assessment Technique ◽  
Technology Learning ◽  
Constructive Process ◽  
Real World Learning ◽  
Learning Competencies ◽  
Knowledge Exploration

This article will elaborate the use of performance assessment to measure students competencies in learning science. What type of performance assessment appropriate to assess students learning outcome of science? The answer of this question is necessary for the teachers to determine the best assessment technique in science. Basically science can be considered as the root of knowledge and technology. Learning activities in science should be designed in order to facilitate students learning. It is a constructive process which requires students to study concepts inductively. Learning activities in science should be based on constructivism learning theory which encourages students to build their own knowledge and to apply it in the real world. Learning science should involve several essentials activities such as student involvement (engagement); extracting knowledge (exploration); presenting the findings (explanation); understanding knowledge (elaboration); and achievement learning competencies (assessment). It is necessary to implement performance assessment to measure the students learning outcome in science. Penulisan artikel ini bertujuan untuk mengelaborasi implementasi penilaian performa siswa untuk mengukur kemampuan siswa dalam mempelajari isi atau mata pelajaran sains. Bentuk penilaian seperti apa yang diperlukan untuk mengetahui kompetensi siswa setelah mempelajari mata pelajaran sains? Jawaban terhadap pertanyaan ini sangat diperlukan untuk dapat merancang dan mengembangkan sistem penilaian untuk mengukur kemampuan siswa dalam mata pelajaran sains. Sains atau science pada hakekatnya merupakan akar perkembangan ilmu pengetahuan dan teknologi (iptek). Pembelajaran sains pada semua jenjang pendidikan perlu dirancang agar menarik dan bermakna bagi siswa. Aktivitas dalam pembelajaran sains harus memanfaatkan pendekatan dan teori belajar konstruktivistik yang mendorong siswa dapat membangun pengetahuan dan mengaplikasikannya dalam dunia nyata. Pembelajaran sains berbasis teori belajar konstruktivistik bercirikan belajar seperti: Keterlibatan siswa (engagement); penggalian pengetahuan (exploration); penjelasan (explanation); penjabaran (elaboration); dan penilaian (assessment). Dalam aktivitas pebelajaran sains berbasis teori belajar konstruktivistik penilaian hasil belajar menekankan pada performa siswa dalam mengintegrasikan pengetahuan-fenomena alam. Artikel ini akan mengupas implementasi konsep penilaian performa atau performance assessmentdalam pembelajaran sains berbasis teori belajar konstruktivistik.

Pembelajaran Inovatif Ipa Di Sd/Mi Berorientasi Konstruktivistik (Contextual Teaching And Learning)

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 217-229
Author(s):  
Elya Umi Hanik
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Dominant Strategy ◽  
Learning Science ◽  
Practical Implementation ◽  
Natural Phenomena ◽  
Full Knowledge ◽  
Contextual Teaching

This article discusses about the Contextual Teaching and Learning (CTL) as an innovation of learning science in elementary schools. In fact, the practical implementation of learning is still focused on the teacher as the main actor in which instruction is the dominant strategy in the learning process. Basically CTL is a concept of learning that helps educators link between what is taught with real-world situations of students and encourages them to make connections between the knowledge possessed and implemented in their lives. The concept of CTL applied in science teaching course could have implications, especially in learning to understand the natural phenomena that are not only conceptual. In consequence, students can receive full knowledge built through real experiences.

The antecedents of corporate social and environmental responsibility discourse in Pakistan: Multiple theoretical perspectives

2019 ◽  
Author(s):  
Muhammad Farhan Basheer ◽  
Saqib Muneer ◽  
Muhammad Atif ◽  
Zubair Ahmad
Keyword(s):  
Institutional Theory ◽  
Least Squares ◽  
Agency Theory ◽  
Stakeholder Theory ◽  
Fixed Effects ◽  
Ordinary Least Squares ◽  
Environmental Responsibility ◽  
Legitimacy Theory ◽  
Discourse Practices ◽  
Corporate Social

The primary purpose of the study is to explore the antecedents of corporate social and environmental responsibilities discourse practices in Pakistan. The industry sensitivity, government shareholding, block holder ownership, print media coverage, environmental monitoring programs, and strategic posture are examined as antecedents of corporate social and environmental responsibility practices. A multidimensional theoretical perspective namely stakeholder theory (ST), institutional theory (IT), agency theory (PAT), and legitimacy theory (LT) is used to conceptualize the phenomena. All the four of perspective theories (positive accounting theory, legitimacy theory, stakeholder theory, and institutional theory) claim that there are ‘pressures’ that impact the organization. How much ‘pressures’ are recognized, managed or satisfied differs from one perspective of theory to the other. To estimate the data, this study uses three sets of panel data models, i.e., the pooled ordinary least squares model (POLS) or constant coefficients model, fixed effects (FEM or least squares dummy variable/LSDV model) and random-effects models. The final sample is comprising of 173 firms over eight years from 2011 to 2017. The firms listed in PSX are included in the sample. Overall the findings of the study have shown agreement with the proposed results. However, the study has provided more support to the institutional theory and stakeholder theory. Keywords: Corporate Social Responsibility, Stakeholders Theory, Agency Theory, Pakistan

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