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Talk, tools, and tensions: observing biological talk over time

[Zeitschriftenartikel]

Ash, Doris; Crain, Rhiannon; Brandt, Carol; Loomis, Molly; Wheaton, Mele; Bennett, Christine

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Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132476

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Abstract The goal of this study is to explore new tools for analyzing scientific sense making in out-of-school settings. Although such measures are now common in science classroom research, dialogically-based methodological approaches are relatively new to informal learning research. Such out-of-classroom settings have more recently become a breeding ground for new design approaches for tracking scientific talk and ideas within complex data sets. The research reported here seeks to understand the language people do use to make sense of the life sciences over time. Another goal of this study is to track biological themes over time, using a new analytical scheme, Tool for Observing Biological Talk Over Time (TOBTOT). Our analyses are linked to and informed by tensions between particularistic and holistic data collection and analysis, qualitative and quantitative representations, and everyday and formal science discourse. These tensions and our analyses are linked to larger theoretical frameworks and to the recursive interplay between theory and practice.
Klassifikation Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft; Sonderbereiche der Pädagogik
Freie Schlagwörter informal education
Sprache Dokument Englisch
Publikationsjahr 2007
Seitenangabe S. 1581-1602
Zeitschriftentitel International Journal of Science Education, 29 (2007) 12
DOI http://dx.doi.org/10.1080/09500690701494118
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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