ABSTRACT

Background

While much literature has argued for the value of carefully designed instructional units building on student resources, less work details how students’ own invocation of experiences and ideas from their everyday lives plays out in naturalistic classroom dialogues. Employing a sociocultural and interactional approach, this article illuminates how student resources become mediational means in ways that support learning.

Methods

The empirical basis constitutes whole-class conversations involving lower secondary school students and their teacher during a science project about genetics. The applied analytical procedure involves microanalyses of sequences of student–teacher interaction in settings where students invoke resources from their everyday lives.

Findings

The findings demonstrate that student resources became mediational means that (a) enabled students to express and test out their conceptual understanding and scientific reasoning, (b) promoted student participation and curiosity, and (c) positioned students as authoritative and accountable participants in whole-class conversations. Furthermore, how student resources became mediational means was also dependent on the distribution of authoritative roles between students and the teacher.

Contributions

This article provides evidence for the value of invoking student resources in educational dialogues and displays both how they can support learning and the challenges teachers may face in doing so.

中文翻译：

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在科学教育的全班对话中调用学生资源：社会文化视角

摘要

背景

虽然很多文献都在论证基于学生资源的精心设计的教学单元的价值，但很少有工作详细说明学生自己对日常生活中的经验和想法的调用如何在自然主义的课堂对话中发挥作用。本文采用社会文化和互动方法，阐明学生资源如何以支持学习的方式成为中介手段。

方法

经验基础构成了在一个关于遗传学的科学项目中涉及初中学生和他们的老师的全班对话。应用分析程序涉及对学生从日常生活中调用资源的环境中的师生互动序列进行微观分析。

发现

研究结果表明，学生资源成为中介意味着（a）使学生能够表达和测试他们的概念理解和科学推理，（b）促进学生的参与和好奇心，以及（c）将学生定位为权威和负责任的参与者。课堂对话。此外，学生资源如何成为中介手段也取决于学生和教师之间权威角色的分配。

贡献

本文提供了在教育对话中调用学生资源的价值的证据，并展示了它们如何支持学习以及教师在这样做时可能面临的挑战。