Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade

The overall aim of this study was to examine the complex interrelations among stu- dent engagement, scientific thinking practices, and student role taking and social interaction in the context of school-based science lessons. Typically, elementary hands-on science classes are organized with 3 main parts to every lesson: (a) teacher introduction, (b) small group investigation time, and (c) whole class reporting time in which students report about their small group investigations to the class. In this study, 2 classroom interventions, based in part on this standard format, were designed to guide students in constructing scientific understanding. Both interventions involved instruction in the same set of intellectual roles that could be applied during small group investigation time. These roles included (a) predicting and theorizing; (b) summarizing results; and (c) relating predictions, theories, and results. The difference between the intervention classes was that 1 class received specific audience role as...

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