Speech Communication and Science Learning in the Classroom: A Sociocultural Approach
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- INAGAKI Shigenori
- Faculty of Human Development, Kobe University
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- YAMAGUCHI Etsuji
- Graduate School of Cultural Studies and Human Science, Kobe University
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- UETSUJI Yukiko
- Graduate School of Cultural Studies and Human Science, Kobe University
Bibliographic Information
- Other Title
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- 教室における言語コミュニケーションと理科学習:社会文化的アプローチ
- キョウシツ ニ オケル ゲンゴ コミュニケーション ト リカ ガクシュウ シャカイ ブンカテキ アプローチ
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Abstract
<p>This study was designed to examine the degree to which a “sociocultural approach to mediated action” is appropriate approach to understand the process of learning in science classrooms. First, we discuss the differences between the sociocultural approach and mainstream constructivism in terms of their respective theories and methods of science learning. Secondly, we outline its roots in ideas developed by L.S. Vygotsky and M.M. Bakhtin. Thirdly, to demonstrate the usefulness of Bakhtin’s ideas for understanding the process of science learning, we conducted an interaction analysis in a sixth-grade classroom. Date included videotapes, transcripts, and drawings of body arrangements. In the course of their interactions, teacher and students are ventriloquating the voices, social languages, and speech genres of their utterances each other. We conclude that the sociocultural approach to mediated action can provide a new perspective on science education in the same sense that we can discuss details of speech communication in the science classroom from this approach.</p>
Journal
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- Bulletin of Society of Japan Science Teaching
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Bulletin of Society of Japan Science Teaching 39 (2), 61-79, 1998
Society of Japan Science Teaching
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Details 詳細情報について
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- CRID
- 1390576689850461824
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- NII Article ID
- 10007637013
- 10002023642
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- NII Book ID
- AN00198459
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- ISSN
- 24330140
- 03899039
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- NDL BIB ID
- 1523704
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- Crossref
- CiNii Articles
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- Abstract License Flag
- Disallowed