250
Views
11
CrossRef citations to date
0
Altmetric
Original Articles

Understanding the Construction of a Science Storyline in a Chemistry Classroom

&
Pages 165-177 | Published online: 05 Dec 2007

REFERENCES

  • Abd-El-Khalick , F. , BouJaoude , S. , Duschl , R. A. , Lederman , N. , Mamlok , R. and Hofstein , A. 2004 . Inquiry in science education: International perspectives . Science Education , 88 : 397 – 419 .
  • Bazerman , C. 2004 . “ Intertextualities: Volosinov, Bakhtin, literary theory, and literacy studies ” . In Bakhtinian perspectives on language, literacy, and learning , Edited by: Ball , A. F. and Warshauer Freedman , S. 53 – 65 . Cambridge, , UK : Cambridge University Press .
  • Bloome , D. and Egan-Robertson , A. 1993 . The social construction of intertextuality in classroom reading and writing lessons . Reading Research Quarterly , 28 : 305 – 333 .
  • Castanheira , M. L. , Crawford , T. , Dixon , C. and Green , J. L. 2001 . Interactional ethnography: An approach to studying the social construction of literate practices . Linguistics & Education , 11 : 353 – 400 .
  • Dori , Y. J. and Hameiri , M. 2003 . Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects . Journal of Research in Science Teaching , 40 : 278 – 302 .
  • Duschl , R. A. and Grandy , R. E. Reconsidering the character and role of inquiry in school science: Framing the debates . Plenary paper presented at the Inquiry Conference on Developing a Consensus Research Agenda . New Brunswick, NJ. February .
  • Engeström , Y. 1993 . “ Developmental studies of work as a testbench of activity theory: The case of primary care medical practice ” . In Understanding practice: Perspectives on activity and context , Edited by: Chaiklin , S. and Lave , J. 64 – 103 . Cambridge, , UK : Cambridge University Press .
  • Engeström , Y. and Miettinen , R. 1999 . “ Introduction ” . In Perspectives on activity theory , Edited by: Engeström , Y. , Miettinen , R. and Punamaki , R.-L. 1 – 16 . Cambridge, , UK : Cambridge University Press .
  • Furió , C. , Azcona , R. , Guisasola , J. and Ratcliffe , M. 2000 . Difficulties in teaching the concepts of ‘amount of substance’ and ‘mole.’ . International Journal of Science Education , 22 : 1285 – 1304 .
  • Gee , J. P. 1999 . An introduction to discourse analysis: Theory and method , New York : Routledge .
  • Goodwin , C. 1994 . Professional vision . American Anthropologist , 96 : 606 – 633 .
  • Halliday , M. A. K. and Hasan , R. 1976 . Cohesion in English , London : Longman .
  • Kelly, G. J. (2005). Inquiry, activity, and epistemic practice. Proceedings of the Inquiry Conference on Developing a Consensus Research Agenda. http://www.ruf.rice.edu/∼rgrandy/NSFConSched.html (www.ruf.rice.edu/~rgrandy/NSFConSched.html) (Accessed: 1 August 2005 ).
  • Kelly , G. J. and Chen , C. 1999 . The sound of music: Constructing science as sociocultural practices through oral and written discourse . Journal of Research in Science Teaching , 36 : 883 – 915 .
  • Kelly , G. J. and Green , J. 1998 . “ The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction ” . In Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complex world , Edited by: Guzzetti , B. and Hynd , C. 145 – 181 . Mahwah, NJ : Lawrence Erlbaum Associates, Inc .
  • Kozulin , A. 2003 . “ Psychological tools and mediated learning ” . In Vygotsky's educational theory in cultural context , Edited by: Kozulin , A. , Gindis , B. , Ageyev , V. S. and Miller , S. M. 15 – 38 . Cambridge, , UK : Cambridge University Press .
  • Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , Cambridge, , UK : Cambridge University Press .
  • Lemke , J. L. 1990 . Talking science: Language, learning and values , Norwood, NJ : Ablex .
  • Lemke , J. L. 2000a . Across the scales of time: Artifacts, activities, and meanings in ecosocial systems . Mind, Culture, and Activity , 7 : 273 – 290 .
  • Lemke , J. 2000b . Multimedia literacy demands of the scientific curriculum . Linguistics & Education , 10 : 247 – 271 .
  • McDonald , S. P. , Criswell , B. A. and Dreon , O. J. in press . “ Inquiry in the chemistry classroom ” . In Science as inquiry in the secondary setting , Edited by: Luft , J. , Bell , R. L. and Gess-Newsome , J. Washington, DC : National Science Foundation .
  • Mortimer , E. F. and Scott , P. H. 2003 . Meaning making in secondary science classrooms , Maidenhead, , England : Open University Press .
  • Reveles , J. M. , Kelly , G. J. and Durán , R. P. 2007 . A sociocultural perspective on mediated activity in third grade science . Cultural studies in science education , 1 : 467 – 495 .
  • Richardson , V. Finding a center for research on teaching . annual meeting of the American Educational Research Association (AERA) . New Orleans, LA. Paper presented at the , April .
  • Sherin , M. G. and van Es , E. A. 2005 . Using video to support teachers' ability to notice classroom interactions . Journal of Technology and Teacher Education , 13 : 475 – 491 .
  • Wortham , S. 2003 . Curriculum as a resource for the development of social identity . Sociology of Education , 76 : 229 – 247 .
  • Zembal-Saul , C. and Land , S. Scaffolding the construction of scientific arguments by prospective teachers using inquiry-empowering technologies . American Educational Research Association (AERA) . New Orleans, LA. Paper presented at the , April .

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.