Supporting L2 Elementary Science Writing with SFL in an Age of School Reform

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher’s and students’ grasp of science practice.

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Sir Oliver Lodge's British Association Address

Harvard Theological Review ◽

10.1017/s0017816000008622 ◽

1915 ◽

Vol 8 (2) ◽

pp. 238-251 ◽

Cited By ~ 1

Author(s):

Edwin H. Hall

Keyword(s):

School Reform ◽

Elementary Science ◽

Scientific Work ◽

Well Being ◽

British Association ◽

The Public ◽

Direct Acquaintance ◽

School Text

The list of Sir Oliver Lodge's writings is long and varied, ranging from school text-books in elementary science through The Ether of Space, School Reform, Life and Matter, Reason and Belief, to The Survival of Man. With most of these writings I have no direct acquaintance, but on the mere evidence of their titles one may with reasonable safety venture certain particulars toward an estimation of their author. He must have intellectual vigor, he must have an instinct for vital questions, he must have the power of popular exposition, and, finally, he cannot be overcautious in the formation and expression of his opinions. All of these particulars would, I believe, be found also in any consensus of judgment that his fellows in science might pass upon his scientific work. This, if not unmixed praise, is much to say for a man, and it may be added that in general he speaks out from a sense of well-being natural to one of cheerful and sturdy temper who has achieved fame, station, ten children, and the confident hope of immortality for all of us. Is it then to be wondered at that he says things which multitudes are glad to hear, and holds a position almost unique in the esteem and confidence of the public at large?

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Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

STEM Education ◽

10.4018/978-1-4666-7363-2.ch047 ◽

2015 ◽

pp. 880-901

Author(s):

Matthew J. Benus ◽

Morgan B. Yarker ◽

Brian M. Hand ◽

Lori A. Norton-Meier

Keyword(s):

Scientific Reasoning ◽

Elementary Science ◽

Scientific Evidence ◽

Science Writing ◽

Science Classrooms ◽

Discourse Practices ◽

Science Teaching Practices ◽

Teacher Professional ◽

Whole Class ◽

Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher's and students' grasp of science practice.

Download Full-text