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SUMMARY:Concept Co-Construction for All? Enhancing Science -talk: Genetics
  education\, dialogic pedagogy and group-work - Pamela Black\, University 
 of Cambridge
DTSTART:20120618T160000Z
DTEND:20120618T173000Z
UID:TALK38370@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:This study used an intervention to explore the potential benef
 its of dialogic pedagogies on 14- to 16-year-olds’ learning - more speci
 fically the social construction and application of specific genetics conce
 pts.  A multi-method\, quasi-experimental process-approach was used with t
 wo classes and their teacher.  Presented within the normal curriculum and 
 planned to the same learning objectives\, the intervention was designed to
  promote group-work\, dialogic- interactions and targeted genetics-talk wh
 ereas comparison lessons were taught according to normal lesson plans.  Cl
 assroom-talk was audio-recorded\, with systematic observations (also) reco
 rding interactions and interpersonal context.  Building on previous resear
 ch and a ‘new’ genetics-talk coding scheme\, fine-grained socio-cultur
 al discourse analyses identified the interactions\, interpersonal and less
 on contexts that promoted genetics-talk.  Findings indicate that particula
 rly ‘productive’ episodes were generated by authentic and open-ended p
 roblems\, during within-group problem-solving and interactive class feedba
 ck.  Importantly\, the synthesis developed for this study\, the integratio
 n of previous classroom research methods with a new scheme devised for ide
 ntifying forms of science-talk (in this case genetics-talk) extend the rea
 ch of classroom-based research into the domain of not only interaction and
  context but also situated science-talk - from identification of key-word 
 usage to the development of understandings of the socially situated evolut
 ion of scientific concept constructions.
LOCATION:117\, Mary Allan Building\, Faculty of Education\, Hills Road\, C
 ambridge CB2 8PQ
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