Journal article
Language, Access, and Power in the Elementary Science Classroom
Science education (Salem, Mass.), Vol.99(2), pp.238-259
03/2015
DOI: 10.1002/sce.21154
Abstract
The Next Generation Science Standards call for the adoption of many aspects of scientific inquiry in the classroom. The ways in which classroom talk and classroom environment change as students and teachers learn to utilize inquiry approaches are underexplored. This study examines the frequency with which linguistic markers related to access and power appear in student and teacher speech in the elementary science classroom. As teachers begin to implement argument-based inquiry methods, teacher and student use of these markers changes significantly. These changes indicate that students whose teachers utilize argument-based inquiry have greater access and power in the science classroom. In this paper, the mechanisms by which teachers afford their students access and power are explored from a quantitative perspective.
Details
- Title: Subtitle
- Language, Access, and Power in the Elementary Science Classroom
- Creators
- Emily Schoerning - University of IowaBrian Hand - University of IowaMack Shelley - Iowa State UniversityWilliam Therrien - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Science education (Salem, Mass.), Vol.99(2), pp.238-259
- Publisher
- Wiley
- DOI
- 10.1002/sce.21154
- ISSN
- 0036-8326
- eISSN
- 1098-237X
- Number of pages
- 22
- Grant note
- R305A090094; R305B10005 / Institute of Education Sciences, U.S. Department of Education; US Department of Education
- Language
- English
- Date published
- 03/2015
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371100502771
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