Multivoicedness and univocality in classroom discourse: an example from theory of matter

References

• Bachelard , G. 1968 . The Philosophy of No , New York : The Orion Press) (trans . La philosophie du non 1940 by G. C. Waterston
   Google Scholar
• Bachelard , G. 1975 . Les intuitions atomistiques (essai de classification) , Paris : J. Vrin .
   Google Scholar
• Bakhtin , M. M. 1981 . The Dialogic Imagination , Edited by: Michael , Holqust , Caryl , Emerson and Michael , Holquist . Austin : University of Texas Press .
   Google Scholar
• Billig , M. 1996 . Arguing and Thinking: A Rhetorical Approach to Social Psychology , Cambridge : Cambridge University Press .
   Google Scholar
• Bohr , N. 1935 . Can quantum‐mechanical descriptions of physical reality be considered complete? . Physical Review , 48 : 696 – 702 .
   Google Scholar
• Doran , R. 1972 . Misconceptions of selected science concepts held by elementary school children . Journal of Research in Science Teaching , 9 : 127 – 137 .
   Google Scholar
• Driver , R. 1985 . “ Beyond appearance: the conservation of matter under physical and chemical transformations ” . In Children's Ideas in Science , Edited by: Driver , R. , Guesne , E. and Tiberghien , A. Milton Keynes : Open University Press .
   Google Scholar
• Edwards , D. and Mercer , N. 1987 . Common Knowledge: The Development of Understanding in Classrooms , London : Routledge .
   Google Scholar
• Edwards , A. D. and Westgate , D. P. G. 1987 . Investigating Classroom Talk , London : Falmer .
   Google Scholar
• Einstein , A. , Podolsky , B. and Rosen , N. 1935 . Can quantum‐mechanical descriptions of physical reality be considered complete? . Physical Review , 47 : 777 – 780 .
   Google Scholar
• Garnett , P. J. and Hackling , M. W. 1995 . Students’ alternative conceptions in chemistry: a review of research and implications for teaching and learning . Studies in Science Education , 25 : 69 – 95 .
   Google Scholar
• Gregory , J. G. 1931 . A Short History of Atomism , London : A. and C. Black .
   Google Scholar
• Griffiths , A. K. and Preston , K. R. 1992 . Grade 12 students’ misconceptions relating to fundamental characteristics of atoms and molecules . Journal of Research in Science Teaching , 29 : 611 – 628 .
   Web of Science ®Google Scholar
• Halliday , M. A. K. 1993 . “ Some grammatical problems in scientific English ” . In Writing Science: Literacy and Discoursive Power , Edited by: Halliday , M. A. K. and Martin , J. R. Pittsburgh : University of Pittsburgh Press .
   Google Scholar
• Halliday , M. A. K. and Martin , J. R. 1993 . Writing Science: Literacy and Discoursive Power , Pittsburgh : University of Pittsburgh Press .
   Google Scholar
• Knight , D. M. , ed. 1968 . Classical Scientific Papers: Chemistry , London : Mills & Boon .
   Google Scholar
• Kuhn , D. 1992 . Thinking as argument . Harvard Educational Review , 62 : 155 – 178 .
   Web of Science ®Google Scholar
• Lemke , J. L. 1990 . Talking Science: Language, Learning and Values , Norwood : Ablex .
   Google Scholar
• Lotman , Y. M. 1988 . The semiotics of culture and the context of a text . Soviet Psychology , 26 : 32 – 51 .
   Google Scholar
• Marton , F. 1981 . Phenomenography: describing conceptions of the world around us . Instructional Science , 10 : 177 – 200 .
   Web of Science ®Google Scholar
• Mercer , N. 1995 . The Guided Construction of Knowledge: Talk Amongst Teachers and Learners , Clevedon : Multilingual Matters .
   Google Scholar
• Mercer , N. 1996 . “ Las perspectivas socioculturales y el estudio del discurso en aula ” . In Enseñanza, aprendizaje y discurso en el aula: Aproximaciones al estudio del discurso educacional , Edited by: Coll , C. and Edwards , D. Madrid : Infancia Y Aprendizaje .
   Google Scholar
• Mortimer , E. F. 1995 . Conceptual change or conceptual profile change? . Science and Education , 4 : 267 – 285 .
   Google Scholar
• Mortimer , E. F. 1997 . “ Múltiplos olhares sobre um episódio de ensino: ‘Por que o gelo flutua na água?’ ” . In Anais do Encontro sobre Teoria e Pesquisa em Ensino de Ciências: Linguagem, Cultura e Cognição: reflex[otilde]es para o ensino de ciências. , Belo Horizonte : Faculdade de Educação da UFMG .
   Google Scholar
• Newman , D. , Griffin , P. and Cole , M. 1989 . The Construction Zone: Working for Cognitive Change in School , Cambridge : Cambridge University Press .
   Google Scholar
• Novick , S. and Nussbaum , J. 1978 . Junior high school pupils’ understanding of the particulate nature of matter: an interview study . Science Education , 62 : 273 – 281 .
   Google Scholar
• Novick , S. and Nussbaum , J. 1981 . Pupils’ understanding of the particulate nature of matter: a cross‐age study . Science Education , 65 : 187 – 196 .
   Google Scholar
• Nussbaum , J. 1985 . “ The particulate nature of matter in the gaseous phase ” . In Children's Ideas in Science , Edited by: Driver , R. , Guesne , E. and Tiberghien , A. Milton Keynes : Open University Press .
   Google Scholar
• Piaget , J. and Inhelder , B. 1941 . Le développement des quantités chez l'enfant. Conservation et atomisme , Neuchâtel : Delachaux & Niestlé .
   Google Scholar
• Popper , K. R. 1972 . Objective Knowledge: An Evolutionary Approach , Oxford : Oxford University Press .
   Google Scholar
• Ogborn , J. , Kress , G. , Martins , I. and McGillicuddy , K. 1996 . Explaining Science in the Classroom , Buckingham : Open University Press .
   Google Scholar
• Scott , P. 1996 . “ Social interactions and personal meaning making in secondary science classrooms ” . In Research in Science Education in Europe: Current Issues and Themes , Edited by: Welford , G. , Osborne , J. and Scott , P. London : Falmer .
   Google Scholar
• Scott , P. 1997 . “ Teaching and learning science concepts in the classroom: talking a path from spontaneous to scientific knowledge ” . In Anais do Encontro sobre Teoria e Pesquisa em Ensino de Ciência: Linguagem, Cultura e Cognição: reflexoes para o ensino de ciencias , Belo Horizonte : Faculdade de Educação da UFMG .
   Google Scholar
• Stavy , R. 1990 . Children's conceptions of changes in the state of matter: from liquid (or solid) to gas . Journal of Research in Science Teaching , 27 : 247 – 266 .
   Web of Science ®Google Scholar
• Stavy , R. 1988 . Children's conception of gas . International Journal of Science Education , 10 : 530 – 560 .
   Google Scholar
• Stavy , R. and Stachel , D. 1985 . Children's ideas about ‘solid’ and ‘liquid’ . European Journal of Science Education , 7 : 407 – 421 .
   Web of Science ®Google Scholar
• Sutton , C. R. 1992 . Words, Science and Learning , Buckingham : Open University Press .
   Google Scholar
• Van Melsen , A. G. 1952 . From Atomos to Atom: The History of the Concept Atom , Pittsburgh : Duquesne University Press .
   Google Scholar
• Voloshinov , V. N. 1973 . Marxism and the Philosophy of Language , Edited by: Matejka , L. and Titunik , I. R. New York : Seminar Press .
   Google Scholar
• Vygotsky , L. S. 1978 . Mind in Society: The Development of Higher Psychological Processes , Edited by: Cole , M. , John‐Steiner , V. , Scribner , S. and Souberman , E. Cambridge, MA : Harvard University Press .
   Google Scholar
• Wertsch , J. V. 1991 . Voices of the Mind: A Sociocultural Approach to Mediated Action , Cambridge, MA : Harvard University Press .
   Google Scholar