Dissertation
Exploring generative learning environments: an analysis of the interwoven nature of authority and language in a science classroom
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2025
DOI: 10.25820/etd.007858
Abstract
This dissertation seeks to explore how a teacher may begin to shift their beliefs on teaching and learning towards a more generative perspective, and the influence this has on the classroom learning environment, student language utilization, and science idea generation. Recent studies in science education and current science standards have highlighted the importance of student involvement and participation in scientific practices such as argumentation, both of which rely on language. These elements require a learning environment that provides students with opportunities to express their authority, through providing spaces for student authorship and idea generation. With this, it becomes important to understand how to best support a teacher who is attempting to create this type of dialogic environment, and to see what student outcomes exist that work to achieve the goals of the science standards and recommendations from research.
Within this dissertation, there are two research studies that address this topic. The first study follows a classroom teacher who is reconceptualizing critical elements of the classroom environment, namely, the role of authority, and attempting to adopt a more generative belief system. During this process, the teacher identified specific barriers to achieving this shift in their beliefs, and their thoughts on how learning occurs to determine what, if any, milestones seem to exist during the change process. This study utilized a single case study design, focusing on one high school biology teacher. Through triangulation of transcript, survey, field note, and classroom video data, findings emerged that emphasized what common factors may inhibit a teacher from being able to create a maximized generative environment and what happens to the role of the teacher when the environment does become more generative.
The second study builds on the first through an examination of the students in this changing classroom environment. This study focuses on two consecutive high school biology classes, led by the participating teacher. Student dialogic interactions were video recorded in their daily classroom lessons, and their notes and writing samples over the course of one semester were collected. Through an analysis of student dialogue and written work, patterns of student change existed over the course of the semester as the environment changed as well. Meaning, it would appear that small changes in the teacher’s belief system shifted the greater environment, and ultimately the students. In addition to this, students who were more dialogic in this environment, or who responded to the changing environment, appeared to utilize language, in its many forms, as an epistemic tool and had greater numbers of science ideas in their written work.
This dissertation builds on existing knowledge of generative learning environments by exploring the best approaches to help teachers in their creation of them, and how this can change and grow student language use and conceptual understanding. The different perspectives provided by these two studies work together to strengthen the current understanding of the roles of authority and language in science education.
Details
- Title: Subtitle
- Exploring generative learning environments: an analysis of the interwoven nature of authority and language in a science classroom
- Creators
- Alison Warren
- Contributors
- Brian Hand (Advisor)Derek Rodgers (Advisor)Ted Neal (Committee Member)Catherine Lammert (Committee Member)Jeffrey Nordine (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning (Science Education)
- Date degree season
- Spring 2025
- DOI
- 10.25820/etd.007858
- Publisher
- University of Iowa
- Number of pages
- xv, 146 pages
- Copyright
- Copyright 2025 Alison Warren
- Language
- English
- Date submitted
- 04/10/2025
- Description illustrations
- illustrations, tables, graphs
- Description bibliographic
- Includes bibliographical references (pages 120-136).
- Public Abstract (ETD)
- This dissertation explores how a teacher can shift their beliefs about teaching and learning toward a more generative perspective, and the impact this has on the classroom environment, student language use, and science idea generation. It emphasizes the importance of student participation in scientific practices like argumentation, which rely on language, and highlights the need for a learning environment that allows students to express authority and generate ideas. Two studies were conducted: The first follows a high school biology teacher who is attempting to adopt a more generative belief system and change classroom authority dynamics. Through interviews, surveys, and classroom data, the study identifies barriers teachers face in creating a generative environment and the changes in their role once successful. The second study examines student interactions and written work in the changing classroom environment. It shows that as the teacher’s beliefs shifted, students also adapted, using language as an epistemic tool and producing more science ideas in their work. This dissertation builds on existing research to understand how teachers can best create generative learning environments and how such environments positively impact student language use and conceptual understanding in the science classroom.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984830924402771
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