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Dissertation-Vinta Tiarani.pdf (2.36 MB)

ETD Abstract Container

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Student-Student Interactions in an Elementary Science Classroom: An Investigation of Student Learning and Constructing Knowledge

Tiarani, Vinta Angela
http://rave.ohiolink.edu/etdc/view?acc_num=osu1562787850373051

Abstract Details

2019, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This research examines student interactions in elementary science learning. The research questions are: (1) How do students interact with other students within the context of an elementary school science class? (2) How do student-student and teacher-student interactions promote science learning? The study is grounded in socio-cultural epistemologies and views learning as processes of doing scientific practices and as processes grounded in dialogue, a situated activity. Lave and Wenger (1991) raise awareness of the consideration that “learners inevitably participate in communities of practitioners and that the mastery of knowledge and skill requires newcomers to move toward full participation in the sociocultural practices of a community” (p. 29). Thus, individuals have some agency to construct knowledge as a result of becoming a member and participant of political, ethnic, and cultural communities (Gilmore, 2011). Using ethnographic research tools, i.e., science classroom observations and student interviews, the findings show that students interact with other students in three major learning practices: science practices, engineering and technology practices, and general practices. The major social settings in student interactions are small group (group of two or of three) interactions with a teacher-led discussion. In the three major learning practices, “observing” and ”testing” are likely to promote science learning and “describing” is the way that these practices contribute to student communication of knowledge in science. “Describing” is also the highest frequency code in teacher-student interactions.
Karen Irving (Advisor)
Donna Farland-Smith (Committee Member)
Sarah Gallo (Committee Member)
160 p.
Elementary Education; Science Education
elementary science education; student-student interaction; student science learning

Recommended Citations

Citations

  • Tiarani, V. A. (2019). Student-Student Interactions in an Elementary Science Classroom: An Investigation of Student Learning and Constructing Knowledge [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562787850373051

    APA Style (7th edition)

  • Tiarani, Vinta. Student-Student Interactions in an Elementary Science Classroom: An Investigation of Student Learning and Constructing Knowledge . 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1562787850373051.

    MLA Style (8th edition)

  • Tiarani, Vinta. "Student-Student Interactions in an Elementary Science Classroom: An Investigation of Student Learning and Constructing Knowledge ." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562787850373051

    Chicago Manual of Style (17th edition)

osu1562787850373051
431
© 2019, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.