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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1997
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED407283 |
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| _version_ | 1867181759258427392 |
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| author | Polman, Joseph Pea, Roy D. |
| author_facet | Polman, Joseph Pea, Roy D. Polman, Joseph Pea, Roy D. |
| collection | Education Resources Information Center |
| contents | Transformative Communication in Project Science Learning Discourse. Polman, Joseph Pea, Roy D. Case Studies Communication (Thought Transfer) Earth Science Educational Change High Schools Inquiry Investigations Science Education Scientific Research Student Projects Teachers interested in fostering science learning through inquiry or projects must play a complex role in discourse with students. They must scaffold student activities in the classroom without taking away students' active roles. This paper provides a framework for a specific form of scaffolding open-ended science inquiry based on the notion of transformative communication. Case studies are presented from interpretive research in a project-based high school earth science class at two crucial and difficult junctures of projects--the formulation of researchable questions and the marshaling of evidence to support a conclusion through data analysis. In two cases, the teacher helps students transform information gathered from library research into seeds for their own original research seeking to confirm or falsify others' claims. In two other cases, the teacher helps students transform unsupported claims and poorly used graphical representations into analysis and representations that directly test their claims. It is concluded that the strategy of transformative communication proves to be a powerful means of supporting students. Contains 25 references. (Author/JRH) |
| format | Recurso educativo Open Access |
| id | eric_ED407283 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1997 |
| record_format | eric |
| spellingShingle | Transformative Communication in Project Science Learning Discourse. Polman, Joseph Pea, Roy D. Case Studies Communication (Thought Transfer) Earth Science Educational Change High Schools Inquiry Investigations Science Education Scientific Research Student Projects Transformative Communication in Project Science Learning Discourse. Polman, Joseph Pea, Roy D. Case Studies Communication (Thought Transfer) Earth Science Educational Change High Schools Inquiry Investigations Science Education Scientific Research Student Projects Teachers interested in fostering science learning through inquiry or projects must play a complex role in discourse with students. They must scaffold student activities in the classroom without taking away students' active roles. This paper provides a framework for a specific form of scaffolding open-ended science inquiry based on the notion of transformative communication. Case studies are presented from interpretive research in a project-based high school earth science class at two crucial and difficult junctures of projects--the formulation of researchable questions and the marshaling of evidence to support a conclusion through data analysis. In two cases, the teacher helps students transform information gathered from library research into seeds for their own original research seeking to confirm or falsify others' claims. In two other cases, the teacher helps students transform unsupported claims and poorly used graphical representations into analysis and representations that directly test their claims. It is concluded that the strategy of transformative communication proves to be a powerful means of supporting students. Contains 25 references. (Author/JRH) |
| title | Transformative Communication in Project Science Learning Discourse. |
| topic | Case Studies Communication (Thought Transfer) Earth Science Educational Change High Schools Inquiry Investigations Science Education Scientific Research Student Projects |
| url | https://eric.ed.gov/?id=ED407283 |