ABSTRACT

This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning.

摘要

本文关注一般读写能力与课堂实践中特定学科内容的参与度之间的关系。目的是提供有关阅读策略的制定如何影响有关科学文本的课堂讨论的知识。在 10 周的时间里，研究人员对四年级物理和生物学中以策略为中心的文本讨论进行了观察和录音。采用的策略如下：文本知识、查看文本特征和使用先验知识。伯恩斯坦的教育社会学和学科素养实践的社会符号学观点为转录录音和教科书材料相关部分的分析提供了信息。结果表明，阅读策略在有关文本的讨论中处于领先地位，其方式创造并维护了相关内容、活动和文本的界限。值得注意的是，教师和学生讨论了单页的科学教科书材料，而没有考虑图像和文字传达的意义如何与其他页面相关，例如，通过使技术知识更接近日常经验或通过技术方式浓缩意义。该研究显示了坚持信息流之间的潜力 使技术知识更接近日常经验或通过技术方式浓缩意义。该研究显示了坚持信息流之间的潜力 使技术知识更接近日常经验或通过技术方式浓缩意义。该研究显示了坚持信息流之间的潜力给定和新的教科书传播，以理解具体含义和技术含义之间的转换。