Drama activities as ideational resources for primary‐grade children in urban science classrooms
Identifieur interne : 001352 ( Main/Corpus ); précédent : 001351; suivant : 001353Drama activities as ideational resources for primary‐grade children in urban science classrooms
Auteurs : Maria Varelas ; Christine C. Pappas ; Eli Tucker-Raymond ; Justine Kane ; Jennifer Hankes ; Ibett Ortiz ; Neveen Keblawe-ShamahSource :
- Journal of Research in Science Teaching [ 0022-4308 ] ; 2010-03.
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- KwdEn :
Abstract
In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010
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DOI: 10.1002/tea.20336
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Teach.</title><idno type="ISSN">0022-4308</idno><idno type="eISSN">1098-2736</idno><imprint><publisher>Wiley Subscription Services, Inc., A Wiley Company</publisher><pubPlace>Hoboken</pubPlace><date type="published" when="2010-03">2010-03</date><biblScope unit="vol">47</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="302">302</biblScope><biblScope unit="page" to="325">325</biblScope></imprint><idno type="ISSN">0022-4308</idno></series><idno type="istex">178A5EB45A195CBB1BA74C67F771FD4D742127CF</idno><idno type="DOI">10.1002/tea.20336</idno><idno type="ArticleID">TEA20336</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-4308</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>language and literacy</term><term>language of science and classrooms</term><term>science education</term><term>social construction</term><term>urban education</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. 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These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. 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These drama activities were part of two integrated science‐literacy units, <i>Matter</i> and <i>Forest</i>, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><!--Version 0.6 générée le 11-8-2015--><mods version="3.6"><titleInfo lang="en"><title>Drama activities as ideational resources for primary‐grade children in urban science classrooms</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>DRAMA ACTIVITIES AS IDEATIONAL RESOURCES</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Drama activities as ideational resources for primary‐grade children in urban science classrooms</title></titleInfo><name type="personal"><namePart type="given">Maria</namePart><namePart type="family">Varelas</namePart><affiliation>University of Illinois at Chicago, Chicago, Illinois</affiliation><description>Correspondence: University of Illinois at Chicago, Chicago, Illinois.</description><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Christine C.</namePart><namePart type="family">Pappas</namePart><affiliation>University of Illinois at Chicago, Chicago, Illinois</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Eli</namePart><namePart type="family">Tucker‐Raymond</namePart><affiliation>TERC, Cambridge, Massachusetts</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Justine</namePart><namePart type="family">Kane</namePart><affiliation>University of Illinois at Chicago, Chicago, Illinois</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Jennifer</namePart><namePart type="family">Hankes</namePart><affiliation>Chicago Public Schools, Chicago, Illinois</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Ibett</namePart><namePart type="family">Ortiz</namePart><affiliation>Chicago Public Schools, Chicago, Illinois</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Neveen</namePart><namePart type="family">Keblawe‐Shamah</namePart><affiliation>Chicago Public Schools, Chicago, Illinois</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre>Serial article</genre><originInfo><publisher>Wiley Subscription Services, Inc., A Wiley Company</publisher><place><placeTerm type="text">Hoboken</placeTerm></place><dateIssued encoding="w3cdtf">2010-03</dateIssued><dateCaptured encoding="w3cdtf">2009-06-03</dateCaptured><dateValid encoding="w3cdtf">2009-07-24</dateValid><copyrightDate encoding="w3cdtf">2010</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010</abstract><note type="funding">US National Science Foundation (NSF) - No. REC‐0411593; </note><note type="funding">National Science Foundation</note><subject lang="en"><genre>Keywords</genre><topic>language and literacy</topic><topic>language of science and classrooms</topic><topic>social construction</topic><topic>urban education</topic><topic>science education</topic></subject><relatedItem type="host"><titleInfo><title>Journal of Research in Science Teaching</title><subTitle>The Official Journal of the National Association for Research in Science Teaching</subTitle></titleInfo><titleInfo type="abbreviated"><title>J. Res. Sci. Teach.</title></titleInfo><identifier type="ISSN">0022-4308</identifier><identifier type="eISSN">1098-2736</identifier><identifier type="DOI">10.1002/(ISSN)1098-2736</identifier><identifier type="PublisherID">TEA</identifier><part><date>2010</date><detail type="volume"><caption>vol.</caption><number>47</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>302</start><end>325</end><total>25</total></extent><extent unit="tables"><total>18</total></extent><extent unit="references"><total>73</total></extent><extent unit="words"><total>1757</total></extent></part></relatedItem><identifier type="istex">178A5EB45A195CBB1BA74C67F771FD4D742127CF</identifier><identifier type="DOI">10.1002/tea.20336</identifier><identifier type="ArticleID">TEA20336</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright © 2009 Wiley Periodicals, Inc.</accessCondition><recordInfo><recordOrigin>WILEY</recordOrigin><recordContentSource>Wiley Subscription Services, Inc., A Wiley Company</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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