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dc.contributor.authorRoth, Michaelen_US
dc.date.accessioned2017-05-03T15:36:58Z
dc.date.available2017-05-03T15:36:58Z
dc.date.issued2014en_US
dc.identifier.issn00224308en_US
dc.identifier.doi10.1002/tea.21158en_US
dc.identifier.urihttp://hdl.handle.net/10072/67779
dc.description.abstractOver the past two decades, science educators increasingly have become interested in the role of language in the learning of science and have drawn on the work of Bakhtin, among others, for understanding the dialogical nature of knowledge in a sociocultural framework. However, the nature of language and its relation to thinking have not substantially changed and, in many ways, are incommensurable with the cultural-historical, materialist dialectical underpinning of the original framing of the sociocultural and dialogical approaches in the theories of L. S. Vygotsky and M. M. Bakhtin and his circle (e.g., V. N. Voloꩮov). Most importantly, currently available analyses of science classroom talk do not appear to exhibit sufficient appreciation of the fact that words, statements, and language are living phenomena, that is, they inherently change in speaking. In this paper, I begin by working out the premise that language is a living phenomenon that changes in use. I then present two key insights on language-in-use that derive from the works of Vygotsky and the Bakhtin circle, which are used to develop a theoretical and methodological frame. These key insights and the theoretical aspects of this paper are exemplified with materials from a concept mapping session in a 12th-grade physics course. The proposed model has considerable implications for theorizing the relation between classroom talk and formal written genres of expression, and gives rise to many new research questions. 頲014 Wiley Periodicals, Inc. J Res Sci Teach 51: 1049-1083, 2014en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent463033 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherWileyen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom1049en_US
dc.relation.ispartofpageto1083en_US
dc.relation.ispartofissue8en_US
dc.relation.ispartofjournalJournal of research in science teachingen_US
dc.relation.ispartofvolume51en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleScience language Wanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circleen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2014 Wiley Periodicals, Inc. This is the pre-peer reviewed version of the following article: Science language Wanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle, Journal of Research in Science Teaching, Vol.51 (8), 2014, pp.1049-1083, which has been published in final form at dx.doi.org/10.1002/tea.21158.en_US
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gro.griffith.authorRoth, Michael


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