How students design and enact physics lessons: Five immigrant caribbean youth and the cultivation of student voice
J Res Sci Teach 45: 881-899, 2008
Sreyashi Jhumki Basu
An array of data suggests that low-income, minority students are excluded from a high-quality physics education. The education literature proposes that cultivating student voice in classrooms helps youth feel a deeper, more meaningful connection with school. However, limited data exist in the physics education literature on how student voice is expressed. The purpose of this study was to use critical ethnography to explore how student voice developed in the context of a ninth-grade conceptual physics class. I developed case studies of five immigrant Caribbean youth from student, family and teacher interviews, participant observations and field notes. I relied on grounded theory as an analytic technique. Findings suggest that in expressing voice, youth designed lessons reflective of their identities, leveraged and enhanced their epistemic and positional authority (two new constructs I propose in this manuscript), and creatively utilized physics and school-sponsored resources. This information about how students express voice has implications for how they learn physics, how critical theory is connected with physics classroom practice, and how student identity, shared authority and youth agency develop in physics classrooms.
Showing posts with label ethnography. Show all posts
Showing posts with label ethnography. Show all posts
2008-10-02
2008-06-09
Brown Spang - Science Education 2008
Double talk: Synthesizing everyday and science language in the classroom
Sci Ed 92:708-732, 2008
Bryan A. Brown, Eliza Spang
This research project explores the language practices that emerged as a teacher taught a lesson designed to promote science literacy development for traditionally underrepresented students. This ethnographic study of a Detroit, Michigan, school examined the teacher's use of science language and its influence on students' use of science language. Using sociolinguistic discourse analysis, two modes of classroom language were identified. First, the teacher used a hybrid method of language involving her explaining science ideas by using vernacular and scientific language. This parenthetical type of speech, which we describe as double talk, was also found in students. Second, students appropriated this same strategy for using science language in which they produced vernacular and scientific descriptions during explanations. The findings of this study are significant in their contribution to contemporary research about teaching and learning for minority students. These results implicate the need to teach science explicitly as a second language in urban classrooms.
Sci Ed 92:708-732, 2008
Bryan A. Brown, Eliza Spang
This research project explores the language practices that emerged as a teacher taught a lesson designed to promote science literacy development for traditionally underrepresented students. This ethnographic study of a Detroit, Michigan, school examined the teacher's use of science language and its influence on students' use of science language. Using sociolinguistic discourse analysis, two modes of classroom language were identified. First, the teacher used a hybrid method of language involving her explaining science ideas by using vernacular and scientific language. This parenthetical type of speech, which we describe as double talk, was also found in students. Second, students appropriated this same strategy for using science language in which they produced vernacular and scientific descriptions during explanations. The findings of this study are significant in their contribution to contemporary research about teaching and learning for minority students. These results implicate the need to teach science explicitly as a second language in urban classrooms.
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