A sociocultural perspective on mediated activity in third grade science

John M. Reveles, Gregory John Kelly, Richard P. Durán

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.

Original languageEnglish (US)
Pages (from-to)467-495
Number of pages29
JournalCultural Studies of Science Education
Issue number3
StatePublished - Feb 1 2007

All Science Journal Classification (ASJC) codes

  • Cultural Studies


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