Prefiguring the Future in Science Classroom Discussions

• In Event: AERA Poster Session 4
  In Poster Session: Division C Section 1d: Science Poster Session 1 (San Diego)

Abstract

While facilitating the learning of science concepts, talk in science classrooms also functions to legitimize certain dispositions towards science and nature. These dispositions may have significant bearing on what futures are eventually created. Using the lens of prefiguration from the social movements literature and a qualitative analysis of classroom transcripts, this study examined such dispositions that are communicated to students through talk in science classrooms which can prefigure certain kinds of futures. Two themes of such dispositions were identified namely, human-nature relationships and imaginations of futures. These themes are elaborated upon and their implications for our conceptions of science education in the 21st century are discussed.

Authors

• Sushil Shintre, University of California - San Diego

• Sherice Clarke, University of California - San Diego

• Katherine Dennis, University of California - San Diego

• Tarang Tripathi, University of California - San Diego

• Ung-Sang Lee, University of Nevada - Las Vegas

• Zaynab Amelia Gates, University of California - San Diego

• Barbara Lee, University of California - San Diego