Laughing and Learning Together: Intersections of Socioemotional Activity with Science Talk

Autor/in	Hagenah, Sara
Titel	Laughing and Learning Together: Intersections of Socioemotional Activity with Science Talk
Quelle	In: Science Education International, 32 (2021) 1, S.14-22 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Science Education; Interaction; Middle School Students; Females; Natural Resources; Scientific Concepts; Interpersonal Communication; Nonverbal Communication; Friendship; Films; Ecology; Conservation (Environment); Social Influences; Emotional Response; Clubs; After School Programs + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Natural Ressource; Natürliche Ressource; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Freundschaft; Film; Ökologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sozialer Einfluss; Emotionales Verhalten; Club; Klub; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	Culturally sustaining and science education theorists advocate that children need to have opportunities to use personal experiences and background knowledge in dialog with peers as they make sense of phenomena in the natural world. Practically, this is a challenge to orchestrate -- both in classrooms and in out-of-school learning spaces -- as teachers and learners navigate the personal, interpersonal, and structural components of talk. What is not well understood, are the multitudes of social interactions that support rigorous and responsive talk. In this paper, I examine how a group of 19 middle school young women fell into naturally occurring forms of friendship talk as they learned science concepts and learned to take a stand against a toxic lake next door to their school. This multiple case study examined moment-to-moment discourse and interactions between students including facial expressions and body movements to explore the connection between everyday human social activity and productive science. Analysis revealed patterns of strangely familiar forms of friendship and how they were instrumental in constructing a nature walk and an animated film about saving the local lake for community members. This research indicates the need for structured opportunities in science classrooms to share ideas that are also linked to student social and emotional connections. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01