Creating Space: Pedagogical Choices to Encourage a Third Space in an Urban, Kindergarten Science Classroom

• In Event: Roundtable Session 15
  In Roundtable Session: Early Childhood and Elementary Science Education

Abstract

Studies of discourse in science education reveal how science is framed, who gets to speak in regard to science, and how issues of language use encourage or hinder science learning. Yet, even as science is made available to students through appropriate discourse techniques, many of these studies found limited participation and achievement of students in regards to talking science. Through this qualitative study, the authors analyzed how one kindergarten teacher merged spaces from home and school to help students learn new science words. The authors discovered pedagogical choices this teacher employed to create a Third Space including the use of flexible practices and encouragement of a broad sense of discourse.

Authors

• Anna Hall, Clemson University

• Cassie Fay Quigley, Clemson University