The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons

• Published in: Science education (Salem, Mass.) Vol. 90; no. 4; pp. 605 - 631
• Main Authors: Scott, Philip H, Mortimer, Eduardo F, Aguiar, Orlando G
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.07.2006; John Wiley & Sons, Inc; Wiley; Wiley Periodicals Inc
• Subjects: Auseinandersetzung; Brasilien; Brazil; Classroom Communication; Classroom Environment; Classroom Techniques; Classrooms; Curriculum subjects: programmes and methods; Dialog; Discipline; Discourse Analysis; Diskussion; Educational sciences; Emanzipation; Exact and natural sciences; Foreign Countries; High Schools; Intervention; Kommunikation; Meinungsbildung; Methode; Naturwissenschaftlicher Unterricht; Open Universities; Science education; Science Instruction; Secondary School Science; Secondary schools; Sekundarstufe II; Teaching Methods; Unterricht; Brazil; Learning; Secondary School Student; School; Science Education; Interaction

In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, Meaning Making in Secondary Science Classrooms, Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazili...