Young Students' Diverse Resources for Meaning Making in Science: Learning from Multilingual Contexts

Autor/inn/en	Siry, Christina; Gorges, Anna
Titel	Young Students' Diverse Resources for Meaning Making in Science: Learning from Multilingual Contexts
Quelle	In: International Journal of Science Education, 42 (2020) 14, S.2364-2386 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siry, Christina) ORCID (Gorges, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1625495
Schlagwörter	Multilingualism; Science Instruction; Nonverbal Communication; Freehand Drawing; Preschool Children; Teaching Methods; Science Activities; Student Attitudes; Classroom Communication; Dialogs (Language); Kindergarten; Foreign Countries; French; German; Indo European Languages; Lesson Plans; Color; Water; Language Usage; Science Experiments; Luxembourg + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Non-verbal communication; Nonverbale Kommunikation; Drawing; Zeichnen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Französisch; Deutscher; Indoeuropäisch; Lesson planning; Unterrichtsplanung; Colour; Farbbezeichnung; Farbe; Wasser; Sprachgebrauch
Abstract	This manuscript elaborates the value of looking beyond the written and spoken word in science education research and practice at the early childhood level. We examine one plurilingual child's descriptions of a science activity to explore the "diversity of resources" that she used while expressing her understandings of a sound investigation. We demonstrate the ways in which she made her understandings evident via multiple modalities, including gesture, facial expression, and drawing, in two different classroom contexts; a whole-class discussion and a small group interaction. Foregrounding the resources she engaged serves to illustrate how different classroom structures mediated the complexities of her explanations. The findings of this research underscore our central argument regarding the value of considering the range of resources that facilitate children's expressing understandings in science education so they can be successful, especially within multilingual contexts. We draw implications for research and teaching praxis for positioning science as more than what is spoken and written, but as a complex, embodied enactment deeply embedded in multimodal, multilingual, interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01