scaffolding science - · pdf file 2018-01-15 · scaffolding science: a pedagogy for...

SCAFFOLDING SCIENCE: A PEDAGOGY FOR MARGINALISED STUDENTS

Bronwyn Mary Parkin

THESIS SUBMITTED IN TOTAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF

DOCTOR OF PHILOSOPHY

DISCIPLINE OF LINGUISTICS, UNIVERSITY OF ADELAIDE

JULY, 2014

Acknowledgements

I wish to thank the following:

Leanne Caire, a thorough and dedicated teacher, for her willingness to take the risk and for her perseverance.

Julie Hayes for agreeing to my involvement in the school and for her commitment to marginalised students.

My supervisors Dr John Walsh and Dr Brian Gray for their wisdom and stamina.

My husband Bob and my boys Tom and Jonno, the great encouragers.

My extended family and friends for their support, despite my partial presence and tedious conversations.

Editing assistance was provided by Dr William Winser, Visiting Research Fellow, School of Education, University of Adelaide, for completeness and consistency. Dr Winser’s area of specialisation is Linguistics.

Thesis declaration

I certify that this work contains no material which has been accepted for the award of any other

degree or diploma in my name, in any university or other tertiary institution and, to the best of

my knowledge and belief, contains no material previously published or written by another

person, except where due reference has been made in the text. In addition, I certify that no part

of this work will, in the future, be used in a submission in my name, for any other degree or

diploma in any university or other tertiary institution without the prior approval of the

University of Adelaide and where applicable, any partner institution responsible for the joint-

award of this degree.

I give consent to this copy of my thesis, when deposited in the University Library, being made

available for loan and photocopying, subject to the provisions of the Copyright Act 1968.

I also give permission for the digital version of my thesis to be made available on the web, via

the University’s digital research repository, the Library Search and also through web search

engines, unless permission has been granted by the University to restrict access for a period of

time.

Bronwyn Parkin

July 24th, 2014

Abstract

At a time when scientific literacy is recognised as essential for participatory Australian

citizenship, science education has struggled to find a pedagogy that engages educationally

marginalised students while at the same time assisting them to them becoming scientifically

literate. The study reported here, titled Scaffolding science: a pedagogy for marginalised

students, investigates an alternative pedagogic paradigm, scaffolding pedagogy, based on socio-

cultural, language-focused principles. It draws on three complementary theories: Vygotsky’s

sociocultural activity theory, Halliday’s systemic functional linguistics, and Bernstein’s theory

of pedagogic discourse.

The methodology is a classroom discourse analysis of a series of lessons around energy

transformation with 7-8 year-old students in a suburban disadvantaged early primary classroom.

Its focus is two-fold: firstly it provides a pre- and post-topic analysis of the oral and written

performance of a number of case study students to ascertain changes in their language use.

Secondly, it provides a discourse analysis of classroom interactions in the seven lessons in the

topic. It identifies the changing nature of teacher scaffolding techniques across time as students

gradually appropriate scientific language, as well as identifying the issues encountered by the

teacher as she endeavoured to develop a principled scaffolding pedagogy in the teaching of

science.

The study argues that student use of scientific language is fundamental to the ongoing learning

of scientific knowledge. It supports the development of summary texts, called focus texts, to

assist the teacher in a consistent use of scientific language, increasing the opportunities for its

appropriation by marginalised students.

The study identifies the paradox of ‘hands-on’ science which brings about high student

engagement, but neglects the development of the required language because of its situated

nature. It proposes pedagogic strategies that may help to ameliorate the current situation in

primary school science education.

Table of contents

LIST OF FIGURES ......................................................................................................... III

LIST OF TABLES ........................................................................................................... IV

CHAPTER 1 .................................................................................................................... 1

1.1 The place of science in the 21st century ................................................................................................ 1

1.2 The way forward: finding an effective pedagogy................................................................................... 4

1.3 Introduction to the study ..................................................................................................................... 10

CHAPTER 2 .................................................................................................................. 12

2.1 Pedagogy: the curriculum, the learner and the teacher ...................................................................... 12

2.2 Pedagogic element 1: the curriculum .................................................................................................. 13

2.3 Pedagogic element 2: the learner ........................................................................................................ 29

2.4 Pedagogic element 3: the teacher ....................................................................................................... 50

2.5 Vygotskian influenced classroom interventions .................................................................................. 70

CHAPTER 3 .................................................................................................................. 80

3.1 Research focus ..................................................................................................................................... 80

3.2 Classroom discourse analysis: previous approaches and issues .......................................................... 81

3.3 The study context ................................................................................................................................ 99

3.5 The study design ................................................................................................................................ 103

3.6 Data analysis ...................................................................................................................................... 109

3.7 Summary ............................................................................................................................................ 133

CHAPTER 4 ................................................................................................................ 135

4.1 Introduction ........................................................................................................................................... 135

4.2 Students appropriating scientific language ....................................................................................... 137

4.3 The macrogeneric topic structure ...................................................................................................... 151

4.4 Building intersubjectivity through classroom dialogue...................................................................... 159

i

CHAPTER 5 ................................................................................................................ 219

5.1 Summary of the study and its intentions ........................................................................................... 219

5.2 Findings of the study: affordances and constraints in enacting scaffolded pedagogy ...................... 221

5.3 Conclusions ........................................................................................................................................ 237

APPENDICES ............................................................................................................. 239

Appendix 1: Nature of Science (AAS 2008) .................................................................................................. 239

Appendix 2: Information for teacher and teacher consent ......................................................................... 240

Appendix 3: Information for parents and parent consent .......................................................................... 243

Appendix 4: Analysis of farm-to-table explanation ..................................................................................... 245

REFERENCES ........................................................................................................... 249

ii