Disciplinary content and text structures communicated in the classroom – pathways in science lessons

Bibliographic Data

ID21582238
AuthorsEwa Bergh Nestlog (0000-0002-3863-6122, corresponding author), Kristina Danielsson (0000-0002-4842-7869, Stockholm University), Fredrik Jeppsson (0000-0001-6787-7788, Linköping University)
Year2024
Volume84
Pages101343
Publication date2024-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLinguistics and Education (JOURNAL)
Journal identifiersISSN: 0898-5898 • E-ISSN: 1873-1864
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.linged.2024.101343
OpenAlexW4402461633
LanguageEN
Citations received2
References cited29

Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices

Discipline · Pedagogy · Social science · Sociology · Education and Critical Thinking Development · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Psychology

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Open DOIOpen Access