| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435864 |
| 005 | | 20200228110222 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392599563 |
| 035 | |
▼a (MiAaPQ)AAI27712082 |
| 035 | |
▼a (MiAaPQ)OhioLINKosu1562787850373051 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 507 |
| 100 | 1 |
▼a Tiarani, Vinta Angela. |
| 245 | 10 |
▼a Student-Student Interactions in an Elementary Science Classroom: An Investigation of Student Learning and Constructing Knowledge. |
| 260 | |
▼a [S.l.]:
▼b The Ohio State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 161 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-05, Section: A. |
| 500 | |
▼a Advisor: Irving, Karen. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Ohio State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a This research examines student interactions in elementary science learning. The research questions are: (1) How do students interact with other students within the context of an elementary school science class? (2) How do student-student and teacher-student interactions promote science learning? The study is grounded in socio-cultural epistemologies and views learning as processes of doing scientific practices and as processes grounded in dialogue, a situated activity. Lave and Wenger (1991) raise awareness of the consideration that "learners inevitably participate in communities of practitioners and that the mastery of knowledge and skill requires newcomers to move toward full participation in the sociocultural practices of a community" (p. 29). Thus, individuals have some agency to construct knowledge as a result of becoming a member and participant of political, ethnic, and cultural communities (Gilmore, 2011). Using ethnographic research tools, i.e., science classroom observations and student interviews, the findings show that students interact with other students in three major learning practices: science practices, engineering and technology practices, and general practices. The major social settings in student interactions are small group (group of two or of three) interactions with a teacher-led discussion. In the three major learning practices, "observing" and "testing" are likely to promote science learning and "describing" is the way that these practices contribute to student communication of knowledge in science. "Describing" is also the highest frequency code in teacher-student interactions. |
| 590 | |
▼a School code: 0168. |
| 650 | 4 |
▼a Elementary education. |
| 650 | 4 |
▼a Science education. |
| 690 | |
▼a 0524 |
| 690 | |
▼a 0714 |
| 710 | 20 |
▼a The Ohio State University.
▼b EDU Teaching and Learning. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-05A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0168 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494731
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |