Consensually driven explanation in science teaching

doi:10.1002/(SICI)1098-237X(199704)81:2<173::AID-SCE4>3.3.CO;2-I

Consensually driven explanation in science teaching

1997-04-01

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DOI：10.1002/(SICI)1098-237X(199704)81:2<173::AID-SCE4>3.3.CO;2-I

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We view the teaching and learning of science content as problematic. Even the constructivist perspective does not entirely address the dilemmas of conveying and comprehending formal scientific knowledge. We believe engaging groups of students in inquiry and discourse about phenomena is a viable approach for teaching science concepts. Within large and small groups, consensus-building discussion affords space for generating, refining, and connecting ideas. Within these discussions; the dissemination of ideas gives students access to and inclusion with powerful ideas generated within the class, and prepares them to resolve critically conflict between personal understandings and formal explanations. The intent of this work is to explore this teaching approach and document students' advances in understanding science concepts. The study takes place in a grade 7 science classroom as the students study light phenomena. In this article, we focus on one target group working to achieve consensus and a coherent explanation of light and shadow effects. Based on the in-depth result and our review of related literature, we articulate the beginnings of a framework for consensus building within inquiry discourse. We address the problem of teaching content by posing an alternative to delivering the ''facts.'' (C) 1997 John Wiley & Sons, Inc.

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CHILDRENS CONCEPTIONS

LIGHT

EPISTEMOLOGY

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VISION

Consensually driven explanation in science teaching

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