Talk and Text in Phenomena-Centered Science Instruction

• In Event: Discourse-Centered Pedagogy With English Learners: Deepening Reasoning, Strengthening Language, and Enacting Critical Disciplinary Practices

Abstract

This paper focuses on the role of talk and text in phenomena-centered science instruction designed to include linguistically-diverse students, that is, students who speak stigmatized regional or social varieties of English (e.g., African-American Vernacular English (AAVE) Chicano English, Native-American English), multicompetent students who use English and another language in their everyday lives, and students who are newly arrived in the country and do not yet speak English).Phenomena-centered science instruction is an NGSS-aligned approach to teaching science that envisages students’ learning science by following a classroom process that is very similar to that undertaken by scientists. Such instruction expects students to examine and explain phenomena that they observe as they engage in the interwoven and overlapping eight science practices (SEPs), use the seven cross-cutting concepts (CCCs) as appropriate, and, as they investigate what others know about the phenomena of interest, inform their understanding of disciplinary core ideas (DCIs) using specialized texts.
In our discussion of these issues, we draw from Quinn’s (2016) introduction to phenomena-centered science instruction. We are also informed by the literature on communities of practice (Lave & Wegner (1991), Wegner (1998, 2009), on participatory learning (Rogoff et al, 2001); and on language socialization (Duff & Talmy, 2001). Our perspectives on text and talk are based on Lee, Quinn & Valdes (2013) and Valdés & Capitelli (2016).
We begin with a capsule description of how scientists work and with a summary of current expectations of what students should do in K-12 science. Because the eight SEPs and the seven CCC are not fifteen distinct and separate ideas, we propose that phenomena-centered science classrooms be structured to build communities of practice in which students can engage in overlapping and interconnecting cycles of science activities including:
• Exploration (Observing and describing): Asking (initial) questions, Developing and using models
• Investigation (Investigating specific details): Asking (testable) questions, Planning and carrying out investigations, Analyzing and interpreting data
• Idea development (Building understanding): Developing (refining) and using models, Asking (more detailed) questions, Analyzing and interpreting data, Constructing Explanations, Arguing from evidence
• Support (tools across all other practices, finding out what others know, sharing results and conclusions): Using computational thinking, Obtaining, Evaluating and communicating information
We then examine talk itself and describe the similarities and differences between ordinary/everyday talk and specialized talk in the various phases of phenomena-centered lessons. We show how talk changes when used in one-to-one interactions, one-to-small group interactions and one-to-many presentations. We also contrast the ways that the use of text (written language) varies depending on whether it is spontaneous and intended for personal and small-group use (science notebooks, group diagrams and notes) or whether it involves reading specialized written materials (textbooks, internet materials) that will inform students’ further understanding of the phenomenon being explored. We emphasize that in phenomena-centered science instruction engagement with written text is intended to enhance students’ experiences with phenomena and not replace it. We conclude with a description of the ways that linguistically diverse students can benefit from participation in science classroom communities of practice.

Authors

• Guadalupe Valdes, Stanford University

• Helen R. Quinn, Stanford University

• Sarah Capitelli, University of San Francisco