Potential Abstract:
This research article delves into the complex interplay between cultural meanings and learning science through the lens of multivoiced conversations. Drawing on sociocultural theory and dialogic pedagogy, this study explores how diverse cultural perspectives influence students’ engagement with scientific concepts in the classroom. The research is situated within the context of a middle school science classroom, where students from varied cultural backgrounds engage in collaborative learning activities. Through the analysis of classroom discussions, informal interviews, and student work samples, this study uncovers the nuanced ways in which cultural meanings shape students’ understanding of scientific phenomena. The findings reveal that students bring a rich tapestry of cultural resources to their learning experiences, which can either enhance or impede their engagement with science. Furthermore, the study highlights the importance of fostering multivoiced conversations in the classroom as a means to validate diverse perspectives and promote equitable participation in science learning. Overall, this research contributes to our understanding of how cultural meanings intersect with learning science and offers practical implications for educators seeking to create inclusive and culturally responsive science classrooms.
Potential References:
- Multi-voiced development in Finnish early childhood education practices
- Young children co‐constructing science: The importance of their families and cultural communities
- Dialoguing across cultures, identities, and learning: Crosscurrents and complexities in literacy classrooms
- … Analysis: A Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices: Proposed Contribution to RISE Special Issue: Analyzing Science …
- Heteroglossic practices in a multilingual science classroom
