Science learning: an analysis of discursive interactions and different space-temporal dimensions in the classroom daily life

Silveira, Luiz Gustavo Franco; Munford, Danusa

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ARTICLE • Rev. Bras. Educ. 25 • 2020 • https://doi.org/10.1590/S1413-24782020250015 copy

Science learning: an analysis of discursive interactions and different space-temporal dimensions in the classroom daily life

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

In this paper, we analyze the construction of Natural Sciences science learning opportunities in a group in elementary school. Guided by ethnography in education, we followed the daily life of a group over three years. Using a historical analysis of science lessons, we selected an event with analytical potential. We explored discursive interactions in this event, characterizing movements in which the participants recognized, shared and/or deviated from proposals of engagement in practices and use of knowledge related to the conceptual, epistemic and social domains of science. The results indicate how learning processes were constituted from articulations between such movements and intercontextual relationships coming from different space-times with translocal meanings. We discuss potentialities and challenges facing different contexts in the classroom daily life, as well as implications for the notion of contextualization.

KEYWORDS:
science learning; discursive interactions; intercontextual relationships; ethnography in education

Line	Speaker	Message unit	Science learning opportunities				Inter contextual relations
Line	Speaker	Message unit	Pr	Re	Sh	De	Inter contextual relations
1.1	T	Marcelo tell us I	■				Bringing up a previous event in the class history Source of information external to the classroom
1.2		What do you think ↑	■
1.3	Marcelo	Here+ I		●
1.4		The+ I		●
1.5		The+ I		●
1.6		Big one is the mother I		●
1.7	T	Why do you think I	■
1.8		That the big one is the mother ↑	■
1.9	Marcelo	Because she needs to lay e+ggs I		●
1.10		Didn’t Camila say I			●
1.11		That stick bug lays eggs ↑ Mariana raises her hand			●
1.12	T	Camila I			■
1.13		Did you say that stick bugs lay eggs8			■
1.14	Camila	Nods her head indicating yes			●
1.15	T	Lay eggs ↑	■
1.16		How did you find that out ↑	■
1.17	Camila	In the internet I		●
1.18	T	In the internet ↑
1.19		Did you search it ↑
1.20	Camila	The student continues to nod positively		●
1.21	T	Why+ did you search that in the internet ↑	■
1.22	Camila	To be su+re I		●
1.23	T	To be sure I	■
1.24		Do you think I	■
1.25		That on the internet I	■
1.26		Everything said there I	■
1.27		Is tru+e ↑	■
1.28	Ramon	No I		●
1.29		No I		●
1.30	Camila	Camila has her arms extended
1.31	Ramon	Not everything I		●
1.32	Camila	Some yes I		●
1.33		Some no I		●

Line	Speaker	Message unit	Science learning opportunities				Inter contextual relations
Line	Speaker	Message unit	Pr	Re	Sh	De	Inter contextual relations
2.1	T	Maurício I			■		Bringing up translocal meanings related to gender issues Bringing up possible past events in the classroom Bringing up translocal meanings related to gender issues Bringing up past events and experiences outside of the classroom Bringing up an experience at home
2.2		I want to hear you I Breno has his hand up			■
2.3	Maurício	The male is the big one I		●
2.4		You know why ↑		●
2.5		Because he’s eating more I				●
2.6		The mom I				●
2.7		And the son especially I				●
2.8		Are eating very little I				●
2.9		Because I points at the terrarium				●
2.10		The dad is the big one I				●
2.11		You know why teacher↑				●
2.12		Because every time I see him I				●
2.13		He’s eating I				●
2.14		And the mother I				●
2.15		And the son aren’t I Vinícius raises his right hand				●
2.16	T	The ma+le I	■
2.17		Are you saying he eats mo+re I	■
2.18		And that’s why he’s bigger↑	■
2.19	Maurício	Maurício nod shis head positively		●
2.20	T	Have you seen the male I	■
2.21		Eating in our bug I	■
2.22		House here ↑	■
2.23	Maurício	Yes I nods his head				●
2.24	T	Yes	■
2.25		And you think that the big o+ne I	■
2.26		Is the male↑	■
2.27	Maurício	Yeah+ I				●
2.28		Bu+t I points to the aquarium				●
2.29		The big one is the male I				●
2.30		Do you know why↑				●
2.31		Because++ I				●
2.32		The male has to watch out for the little son I				●
2.33	T	Hey+ Breno I			■
2.34		You can talk now I			■
2.35	Breno	The+ I		●
2.36		The+ I		●
2.37		The+ I		●
2.38		The mother has to be the bigger one because+ I		●
2.39		She has to eat I		●
2.40		More than the ma+le I		●
2.41		So she can have babys I		●
2.42		And sometimes the e+ggs I				●
2.43		Can be like poo I				●
2.44	T	Sure I	■
2.45		You know that I	■
2.46		Breno I	■
2.47		Did you discover that I	■
2.48		In our classroom ↑	■
2.49		Or did you search for it somewhere else ↑	■
2.50		Did you search for it in other bo+oks I	■
2.51		In the interne+t ↑	■
2.52	Breno	No++o I		●
2.53	T	Did you talk to someone↑	■
2.54	Breno	There are stick bugs in my house I		●
2.55	T	Ah!	■
2.56		In your house there are I	■
2.57	Breno	In the trees I Points up		●
2.58	T	And you in your house I	■
2.59		Had already observed	■
2.60		That the female was bigger ↑	■
2.61	Breno	Nods positively		●
2.62	T	How do you look and see if she is a female ↑	■
2.63		Is there a way ↑	■
2.64	Breno	Because I				●
2.65		The female has to eat more than the male I				●
2.66	T	And you XXXX Maurício speaks loudly
2.67	Maurício	XXXX Raises his hand, but what he says is inaudible
2.68	T	It seem like I she points to Maurício			■
2.69		That your opinion is different from Maurício’sI			■

Line	Speaker	Message unit	Science learning opportunities				Inter contextual relations
Line	Speaker	Message unit	Pr	Re	Sh	De	Inter contextual relations
3.1	T	Ricardo you can speak			■		Bringing up a past event that happened in the classroom Bringing up translocal meanings related to gender issues Bringing up family experiences Bringing up translocal meanings related to gender issues
3.2	Ricardo	Remember that day I		●
3.3		When Samara took the bugs out of I		●
3.4		That aquarium I points to the other terrarium		●
3.5		To put them in that one ↑		●
3.6	T	I re+member I
3.7		Exactly I
3.8		She did that one day I
3.9	Ricardo	The bi+g one I Camila raises her hand		●
3.10		She let her put it I looking at the teacher		●
3.11		And the me+dium I		●
3.12		He stayed I		●
3.13		There moving a lot I		●
3.14		So I		●
3.15		It seems that the medium I		●
3.16		Is the ma+le I		●
3.17		The me+dium I		●
3.18		The+ I				●
3.19		Ma+le I				●
3.20		I think is stronger I				●
3.21		Because I				●
3.22		Always I				●
3.23		I+s ▼ lowers his head				●
3.24		In my ho+use I ▼Puts his hand on his head				●
3.25		My I ▼				●
3.26		My mo+m I ▼ Looking down				●
3.27		XXXX with my dad I ▼				●
3.28		Then my dad I ▼				●
3.29		Always wins I ▼leans down with the arms on the table				●
3.30	T	What is it ↑
3.31		That final part we didn’t understand I
3.32		In your house I
3.33		Your mom and dad I
3.34		What ↑
3.35	Ricardo	Play I				●
3.36	T	Play I
3.37		And then what happens when they play ↑
3.38	Ricardo	My dad I				●
3.39		Always wins I quietly				●
3.40	T	The dad always wins I	■
3.41		And when Samara I	■
3.42		Went to move the bugs I Puts his hand on his mouth	■
3.43		What happened ↑	■
3.44		That you can think of I	■
3.45		That that one may be the male↑	■
3.46	Ricardo	Because+ Ramon starts talking at the same time		●
3.47		The male was I		●
3.48		Moving too much I		●
3.49	T	The male was moving too much I	■
3.50		And in his house the dad also stays moving too much ↑	■
3.51		Student: XXXX
3.52	Ricardo	Yes I with his right hand over his mouth		●
3.53	T	So why do you think ↑	■
3.54		That I	■
3.55		It’s that medium on there I	■
3.56		No I	■
3.57	Ricardo	It’s because I think that the male I		●
3.58		Got angry I		●
3.59	T	Ah++ I
3.60		And why the me- I
3.61		The one that is medium I
3.62		That we are calling I
3.63		That is sma+ller I
3.64		Than that big one I
3.65		Stayed I
3.66		Moving too much I

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[1] Luiz Gustavo Franco has a doctorate in education from the Universidade Federal de Minas Gerais (UFMG). He is a professor at the same institution. E-mail: luizgfs@ufmg.br