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Lab technicians and high school student interns—Who is scaffolding whom?: On forms of emergent expertise

Published on Jan 1, 2009in Science Education2.90
· DOI :10.1002/sce.20289
Pei-Ling Hsu10
Estimated H-index: 10
(UVic: University of Victoria),
Wolff-Michael Roth63
Estimated H-index: 63
(UVic: University of Victoria)
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Abstract
Apprenticeship and the associated support mechanism of scaffolding have received considerable interest by educational researchers as ways of inducting students into science. Most studies treat scaffolding as a one-way process, where the expert supports the development of the novice. However, if social processes generally and conversations specifically are dialogical in nature then we would expect to observe two-way processes. The purpose of this paper is to report the results of an ethnographic study of high school students' internships in a scientific laboratory. Data were collected through observation, fieldnotes, and videotaping. Drawing on discursive psychology and conversation analysis, we find that laboratory technicians and students draw on different forms of discursive strategies to articulate knowledgeability while transacting with each other. We put forth the notion of emergent expertise to describe new forms of expertise that are not a property of individuals but rather the product of collective transactions. Our study illustrates the importance of opportunities generated in the internship for both old-timers and newcomers to bring about knowledgeability. This study implies a rethinking of the role of the expert and the notion of scaffolding, which puts more emphasis on the transactional process rather than on learners as recipients. © 2008 Wiley Periodicals, Inc. Sci Ed93:1–25, 2009
  • References (56)
  • Citations (12)
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References56
Newest
Published on Dec 8, 2014
Yrjö Engeström45
Estimated H-index: 45
(UH: University of Helsinki)
1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.
Published on Apr 1, 2007in Journal of Research in Science Teaching3.13
Julie A. Bianchini2
Estimated H-index: 2
(California Department of Education),
Lynnette M. Cavazos1
Estimated H-index: 1
(California Department of Education)
In this research project, we investigated two beginning secondary science teachers' efforts to learn to teach science in ways that build from and celebrate the ethnic, gender, linguistic, and academic diversity of their students. To do so, we followed Troy and Brian from their preservice teacher education experiences through their first year of teaching 8th grade physical science at local junior high schools. We also conducted a follow-up observation and interview with each participant after he ...
Published on Feb 5, 2007in International Journal of Science Education1.25
Jeff Charney1
Estimated H-index: 1
(RU: Rutgers University),
Cindy E. Hmelo-Silver28
Estimated H-index: 28
(RU: Rutgers University)
+ 3 AuthorsMartin Nemeroff6
Estimated H-index: 6
(RU: Rutgers University)
This study investigates how high school students respond to an environment of authentic science inquiry while participating in an intensive summer institute, the Waksman Student Scholars Programme at Rutgers University. We examined how students apprenticed with expert scientists in a study of contemporary questions in molecular genetics. Students engaged in both laboratory practices and seminars as part of their experience in this program. We assessed student learning about conceptual knowledge ...
Published on Dec 1, 2006in Journal of Curriculum Studies1.42
Maria Inês Mafra Goulart3
Estimated H-index: 3
,
Wolff-Michael Roth63
Estimated H-index: 63
One important challenge for researchers is to understand what happens inside classrooms that make the environment available for children’s learning. This study develops the margin|centre dialectic as a general framework for describing participation of very young children in science‐related activities. It employs a cultural‐historical approach that goes beyond the classical theories and allows one to see learning as participation through a dialectical lens. The contradictions inherent in the conc...
Published on Nov 1, 2006in British Educational Research Journal1.36
Pat Thomson31
Estimated H-index: 31
(University of Nottingham),
Helen Gunter30
Estimated H-index: 30
(University of Manchester)
Schools in England are now being encouraged to ‘personalise’ the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a ‘stude...
Published on Sep 1, 2006in Journal of Research in Science Teaching3.13
Okhee Lee38
Estimated H-index: 38
(UM: University of Miami),
Cory A. Buxton15
Estimated H-index: 15
(UM: University of Miami)
+ 1 AuthorsKathryn LeRoy3
Estimated H-index: 3
(NCSE: National Center for Science Education)
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demon...
Published on Jan 1, 2006in Cultural Studies of Science Education
Wolff-Michael Roth63
Estimated H-index: 63
(UVic: University of Victoria),
David Middleton15
Estimated H-index: 15
(Lboro: Loughborough University)
Research on knowing and learning in science commonly presupposes that knowledge, expertise, power, identity, and so on are stable features determining the outcome of interactions between individuals. In addition such individuals are conceptualized as differing in terms of the amount or types of the things in these categories. However, in a variety of disciplines including social psychology, sociology, and anthropology, the starting point for theoretical and empirical work is different: What real...
Published on Jan 1, 2006
Faye Brownlie1
Estimated H-index: 1
,
Catherine Feniak1
Estimated H-index: 1
,
Leyton Schnellert1
Estimated H-index: 1
This guide has been fully revised to explore the latest theories, research and best practice in inclusive classrooms. From ice-breaking activities to ways to meet specific curriculum expectations, teachers will discover practical strategies and organizational frameworks that will help them to reach all students. Whether it is students with different learning styles, the physically challenged or those learning English for the first time. "Student Diversity" will help teachers deal with the wide v...
Published on Aug 8, 2005
Wolff-Michael Roth63
Estimated H-index: 63
Published on May 1, 2005in Science Education2.90
Maria Varelas14
Estimated H-index: 14
(UIC: University of Illinois at Chicago),
Roger House1
Estimated H-index: 1
(Harper College),
Stacy Wenzel4
Estimated H-index: 4
(UIC: University of Illinois at Chicago)
We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged that were used to organize the findings: (a) science as a practice and (b) science as a community of practice. Teachers came to appreciate certain scien...
Cited By12
Newest
Published on Jan 16, 2019in Research in Science Education1.38
Todd L. Hutner (UA: University of Alabama), Anthony J. Petrosino11
Estimated H-index: 11
(University of Texas at Austin),
Cinthia Salinas13
Estimated H-index: 13
(University of Texas at Austin)
One broad research question researchers continue to pursue is: to what degree does science teacher education influence the thinking of preservice science teachers? In other words, how has the thinking of preservice science teachers changed during the course of teacher education? Different models of cognition suggest different foci for this research, leading to research on preservice science teachers’ beliefs, knowledge, and pedagogical content knowledge, among other mental constructs. This study...
Valarie L. Akerson21
Estimated H-index: 21
(IU: Indiana University Bloomington),
Khemmawadee Pongsanon4
Estimated H-index: 4
(IU: Indiana University Bloomington)
+ 2 AuthorsEnrique Galindo1
Estimated H-index: 1
(IU: Indiana University Bloomington)
This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers within their field placement settings. Data sources included lesson plans, lesson feedback forms, videotapes of delivered lessons, and videotapes of les...
Published on Jan 1, 2015
Jin Sook Lee2
Estimated H-index: 2
,
Mary Bucholtz28
Estimated H-index: 28
Language Socialization Across Learning Spaces Jin Sook Lee and Mary Bucholtz 1. Introduction Learning to think, act, and speak like an expert in specific physical, temporal, cultural, and ideological spaces is a necessity to function successfully in any community. A primary way that humans become socialized to act and interact in culturally appropriate ways is through the use of language. Language socialization (LS) refers to the process by which individuals acquire, reproduce, and transform the...
Published on Aug 1, 2014in Research in Science Education1.38
Hsiu-Ting Yang1
Estimated H-index: 1
,
Kuo-Hua Wang2
Estimated H-index: 2
(NCUE: National Changhua University of Education)
Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve s...
Published on Feb 1, 2014in Teaching and Teacher Education2.41
Umesh Ramnarain7
Estimated H-index: 7
(UJ: University of Johannesburg)
Abstract This study investigated the perceptions of physical sciences (physics and chemistry) teachers on the implementation of inquiry-based learning at a diversity of high schools in South Africa. The findings show that teachers at all locations of school have a positive perception of inquiry-based learning, with benefits for learners that include the development of experimental skills and making science more enjoyable. However, with regard to inquiry facilitating conceptual understanding, tea...
Published on Jun 1, 2013in Research in Science Education1.38
Yavuz Saka6
Estimated H-index: 6
(Zonguldak Karaelmas University),
Sherry A. Southerland26
Estimated H-index: 26
(FSU: Florida State University)
+ 1 AuthorsTodd L. Hutner3
Estimated H-index: 3
(University of Texas at Austin)
The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specif...
Kaiju Kangas5
Estimated H-index: 5
,
Pirita Seitamaa-Hakkarainen10
Estimated H-index: 10
,
Kai Hakkarainen29
Estimated H-index: 29
(UTU: University of Turku)
The purpose of the present article was to analyze the interaction between elementary students and a professional design expert. The expert was present in the classroom, facilitating a collaborative lamp designing process together with the teacher. Using the notion of figured worlds (Holland et al. 1998), we explored how learning could be expanded beyond traditional schooling by bridging the world of professional designing and the world of the inquiry-oriented classroom. The data consisted of vid...
Published on Sep 14, 2012in Journal of Science Teacher Education
Washington T. Dudu1
Estimated H-index: 1
(University of the Witwatersrand),
Elaosi Vhurumuku4
Estimated H-index: 4
(University of the Witwatersrand)
Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were collected from video recordings of teachers’ enactment of pre-laboratory, laboratory and post-laboratory practical investigation lessons. Other data sources...
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