855
Views
32
CrossRef citations to date
0
Altmetric
RESEARCH REPORTS

Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

&
Pages 1635-1660 | Published online: 18 Sep 2008

References

  • Bakhtin , M.M. 1981 . The dialogic imagination , Edited by: Holquist , M. Austin : University of Texas Press (Original work published 1934) . (C. Emerson & M. Holquist, Trans.)
  • Bakhtin , M.M. 1986 . Speech Genres & Other Late Essays , Edited by: Emerson , C. and Holquist , M. Austin : University of Texas Press .
  • Bautier , E. 2004 . “ Formes et activités scolaires, secondarisation, reconfiguration, différenciation sociale ” . In Hommage à V. Isambert‐Jamati , Presses Universitaires de Provence .
  • Bautier , E. and Goigoux , R. 2004 . Difficultés d’apprentissage, processus de secondarisation et pratiques enseignantes : une hypothèse relationnelle . Revue Française de Pédagogie , 148 : 89 – 100 .
  • Besson , H. and Viennot , L. 2004 . Using models at the mesoscopic scale in teaching physics: two experimental interventions in solid friction and fluid statistics . International Journal of Science Education , 26 (9) : 1083 – 1110 .
  • Buty , C. , Tiberghien , A. and Le Maréchal , J‐F. 2004 . Learning hypotheses and an associated tool to design and to analyse teaching‐learning sequences . International Journal of Science Education , 26 : 579 – 604 .
  • Candela , A. 1999 . “ Ciencia en la aula: los alumnos entre la argumentacion y el consenso ” . Ciudad de Mexico : Paidos Educador .
  • Collet , G. 2000 . Langage et modélisation scientifique , Paris : CNRS éditions .
  • Crawford , B.A. and Cullin , M.J. 2004 . Supporting prospective teachers’ conceptions of modelling in science . International Journal of Science Education , 26 (11) : 1379 – 1402 .
  • Devi , R. , Tiberghien , A. , Baker , M. and Brna , P. 1996 . Modelling students’ construction of energy models in physics . Instructional Science , 24 : 259 – 293 .
  • Duval , R. 1995 . Sémiosis et pensée humaine , Berne : Peter Lang .
  • Gaidioz , P. , Vince , J. and Tiberghien , A. 2004 . Aider l’élève à comprendre le fonctionnement de la physique et son articulation avec la vie quotidienne . Bulletin de l’Union des Professeurs de Physique et de Chimie , 98 (866) : 1029 – 1042 .
  • Galili , I. 1996 . Students’ conceptual change in geometrical optics . International Journal of Science Education , 18 : 847 – 868 .
  • Gilbert , J. and Boulter , C. 1998 . “ Learning science through models and modelling ” . In The International Handbook of Science Education , Edited by: Frazer , B. and Tobin , K. 53 – 66 . New York : Kluwer .
  • Gobert , J.D. and Buckley , B.C. 2000 . Special issue: introduction to model‐based teaching and learning in science education . International Journal of Science Education , 22 (9) : 891 – 894 .
  • Grosslight , L. , Unger , C. , Jay , E. and Smith , C. 1991 . Understanding models and their use in science: conceptions of middle and high school students and experts . Journal of Research in Science Teaching , 28 : 799 – 822 .
  • Justi , R.S. and Gilbert , J.K. 2002 . Modelling, teachers’ view on the nature of modelling, and implications for the education of modellers . International Journal of Science Education , 24 (4) : 369 – 388 .
  • Kelly , G.J. and Brown , C. 2003 . Communicative demands of learning science through technological design: Third grade students’ construction of solar energy devices . Linguistics and Education , 13 : 483 – 532 .
  • Kress , G. , Jewitt , C. , Ogborn , J. and Tsatsarelis , C. 2001 . Multimodal teaching and learning , London : Continuum .
  • Kuhn , T.S. 1970 . The structure of scientific revolutions , Chicago : The University of Chicago Press .
  • Leach , J. and Scott , P. 2002 . Designing and evaluating science teaching sequences: an approach drawing upon the concept of learning demand and a social constructivist perspective on learning . Studies in Science Education , 38 : 115 – 142 .
  • Lemke , J.L. 1990 . Talking Science , Norwood : Ablex .
  • Mortimer , E.F. 1998 . Multivoicedness and univocality in classroom discourse: an example from theory of matter . International Journal of Science Education , 20 (1) : 67 – 82 .
  • Mortimer , E.F. and Scott , P.H. 2003 . Meaning making in secondary science classrooms , Maidenhead : Open University Press .
  • Ogborn , J. , Kress , G. , Martins , I. and McGillicuddy , K. 1996 . Explaining science in the classroom , Buckingham : Open University Press .
  • Roychoudhury , A. and Roth , W.‐M. 1996 . Interactions in an open‐inquiry physics laboratory . International Journal of Science Education , 18 (4) : 423 – 445 .
  • Scott , P.H. 1998 . Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review . Studies in Science Education , 32 : 45 – 80 .
  • Sutton , C. 1992 . Words, science and learning , Buckingham : Open University Press .
  • Tachoua , N. 2005 . Interactions enseignants‐élèves et situations d’eseignement‐apprentissage en optique géométrique , Lyon, , France : Université Lyon II . Ph.D. Thesis
  • Tiberghien , A. 1994 . Modelling as a basis for analyzing teaching‐learning situations . Learning and instruction , 4 (1) : 71 – 87 .
  • Tiberghien , A. 2000 . “ Designing teaching situations in the secondary school ” . In Improving science education: The contribution of research , Edited by: Millar , R. , Leach , J. and Osborne , J. 27 – 47 . Buckingham : Open University Press .
  • Tiberghien , A. and Megalakaki , O. 1995 . Characterisation of a modelling activity for a first qualitative approach to the concept of energy . European journal of psychology of education , 10 (4) : 369 – 383 .
  • Treagust , D.F. , Chittleborough , G. and Mamiala , T.L. 2002 . Students’ understanding of the role of scientific models in learning science . International Journal of Science Education , 24 (4) : 357 – 368 .
  • Voloshinov , V.N. 1973 . Marxism and the Philosophy of Language , Cambridge, M.A : Harvard University Press . (Original work published 1929)
  • Vosniadou , S. 1994 . Capturing and modeling the process of conceptual change . Learning and Instruction , 4 (1) : 45 – 70 .
  • Wells , G. 1999 . “ Putting a Tool to Different Uses: A Reevaluation of the IRF Sequence ” . In Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education , Edited by: Wells , G. Cambridge : Cambridge University Press .
  • Ziman , J. 2001 . Real Science: What it is, and what it means , Cambridge : Cambridge University Press .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.