|
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. | |
Đề mục chủ đề
| Junior high school education | |
Đề mục chủ đề
| Scientific topics | |
Thuật ngữ không kiểm soát
| Khoa học | |
Thuật ngữ không kiểm soát
| Thụy Điển | |
Thuật ngữ không kiểm soát
| Giáo dục trung học cơ sở | |
Thuật ngữ không kiểm soát
| Junior high school education | |
Thuật ngữ không kiểm soát
| 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 |
| |
000
| 00000nas#a2200000ui#4500 |
|---|
| 001 | 59710 |
|---|
| 002 | 2 |
|---|
| 004 | 6461EEE2-C80A-46B0-9D01-1976E4497D96 |
|---|
| 005 | 202011121540 |
|---|
| 008 | 081223s2020 vm| vie |
|---|
| 009 | 1 0 |
|---|
| 022 | |a09500782 |
|---|
| 039 | |a20201112154010|btult|c20201027154147|dhuongnt|y20201015152712|zhuongnt |
|---|
| 041 | 0 |aeng |
|---|
| 044 | |auk |
|---|
| 100 | 1|aAxelsson, Monica |
|---|
| 245 | 10|aNegotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom / |cMonica Axelsson, Britt Jakobson |
|---|
| 260 | |aUK Limited : |bRoutledge, |c2020 |
|---|
| 300 | |aPages 291-310 |
|---|
| 520 | |aIn 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. |
|---|
| 650 | 00|aJunior high school education |
|---|
| 650 | 00|aScientific topics |
|---|
| 653 | 0 |aKhoa học |
|---|
| 653 | 0 |aThụy Điển |
|---|
| 653 | 0 |aGiáo dục trung học cơ sở |
|---|
| 653 | 0 |aJunior high school education |
|---|
| 653 | 0 |aScientific topics |
|---|
| 700 | 1|aJakobson, Britt |
|---|
| 710 | |aTaylors & Francis Group |
|---|
| 773 | |tLanguage and Education|gVolume 34, 2020 - Issue 4 |
|---|
| 856 | |uhttps://doi.org/10.1080/09500782.2020.1740730 |
|---|
| 890 | |a0|b0|c0|d0 |
|---|
| |
Không có liên kết tài liệu số nào
|
|
|
|