Abstracts - Earli

incorporated those features of pedagogical strategies (e.g. group discussions and presentations)targeted by the training.F 1329 August 2007 17:00 - 18:20Room: 0.100BPaper SessionClassroom discourseChair:Barbara Moschner, Universität Oldenburg, GermanySchool children modeling physical phenomena through programming: a discourse-based analysisof video case studiesLoucas Louca, University of Cyprus, CyprusZacharias Zacharia, University of Cyprus, CyprusConstantinos Constantinou, University of Cyprus, CyprusThis paper analyzes six video case studies from two elementary science clubs during whichstudents used Stagecast Creator to develop models of physical phenomena. The case studiesdescribe in detail the process of developing models of physical phenomena (discourse). Researchin model-based learning in science has highlighted a number of distinct stages of student work,and a number of different aspects in each of the two stages. However, it has thus far failed toprovide details about the student discourse that teachers need to encourage during scientificmodeling. Through the investigation of authentic classroom-based discourse, our purpose is todescribe in detail the different aspects of the model development process, seeking to refine ourunderstanding about learning in science through the construction of models as representations ofphysical phenomena. Using discourse-based analysis, we analyzed a series of whole-class studentconversations. Each conversational utterance was separately coded with the aid of the Videographsoftware with a focus on the micro-content of the conversation in terms of scientific modeling. Forthis purpose we adopted a descriptive framework of student modeling developed through whichwe developed codes using open coding. Findings revealed three types of student conversationsduring scientific modeling: (a) describe the story of the physical system, (b) describe the story ofconceptual entities, and (c) investigate relationships between conceptual entities. Findings alsosuggest two different contexts within the use of computer-based tools for modeling ((i) translationof a physical system’s story into code and (ii) evaluation of models) that can trigger productiveconversations for scientific modeling. The different conversational modes are neither hierarchicalnor sequential. Rather, different modeling contexts seem to "trigger" different types ofconversations, and depending on the purpose of their conversation, students engaged in differentkinds of discourse. *This study was supported by the Cyprus Research Promotion Foundation.Student questions and shifts in communication patterns: Tensions or simple attempts at meaningmakingowned by youth?Jrene Rahm, Universite de Montreal, CanadaIn this paper,I explore classroom interactions among scientists, teachers and students inpartnerships intended to make cultural community resources accessible to poor urban youth while– 342 –