Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching

Gregory J. Kelly, Candice Brown, Teresa Crawford

Research output: Contribution to journalArticle

31 Scopus citations

Abstract

In this article, we examine how, through discourse processes, a third grade teacher and her students come to situationally define science in their classroom. The teacher's use of particular discursive strategies promoted student talk, thus providing opportunities for students to learn about science through the exploration of a set of anomalous results in a life science experiment. Drawing from social studies of science, we used a discourse analytical approach to examine the classroom members' logic of experimentation, their explanations and scientific decisions, and their accounts of the events. These analyses allowed us to identify how particular teaching strategies afforded students opportunities to learn science concepts and about scientific processes.

Original languageEnglish (US)
Pages (from-to)624-657
Number of pages34
JournalScience Education
Volume84
Issue number5
DOIs
StatePublished - Sep 2000

All Science Journal Classification (ASJC) codes

  • Education
  • History and Philosophy of Science

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