Louca, Loucas T.

The first aim of this study was to contribute to a growing body of research in teacher-student classroom discourse, by describing, in detail, the discourse "moves" of a teacher during science conversations. Our second aim was to develop an enriched analytic framework that can account for the context, the content and the purpose of the discourse moves identified, arguing for a shift of attention in research toward the process of deciding which discourse move to use, rather than solely their description. We analyzed a total of 930 minutes of whole-class conversations facilitated by an experienced science teacher over two years of elementary science lessons. The findings revealed a repertoire of discourse moves that the teacher chose from during instruction based on the context and the epistemological properties of the student discourse content, supporting our contention for the need of a framework that can describe the nature of those choices.

This is an interpretive case study seeking to develop detailed and comparative descriptions of how two groups of fifth-grade students used two different Computer-based Programming Environments (CPEs) (namely Microworlds Logo and Stagecast Creator) during scientific modelling. The primary sources of data that were used in this 4-month study include videotaped students' group work and whole-class discussions, and the instructors' reflective journals. For the data analysis, contextual inquiry was used in conjunction with analysis of student conversation in order to gain better insight into students' activity and conversation patterns while working with CPEs. Findings highlight the differences in the ways that the students used the two CPEs in the context of developing models of natural phenomena with respect to three distinct phases that emerged from data analysis, which include student approaches to (i) planning, (ii) writing and debugging code, and (iii) using code to represent the phenomenon under study. Lastly, findings highlight which aspects of students work during the three phases can be productive for scientific modelling, proposing possible relationships between student work and CPE features.

This symposium addresses methodological issues in studying children's knowledge and learning processes. The class of methods discussed here looks at processes of learning in fine-grained detail, through which a theoretical framework evolves rather than is merely applied. This class of methodological orientations to studying learning processes diverges from more common ones in several important ways: 1) Attention to diverse features of the learning interaction; 2) conducting a moment-by-moment analysis, zooming in on the fine details of the studied processes; 3) rather than proving or applying a theory, the objective is to make theoretical innovations, or to develop a "humble theory." The challenge of using such techniques is that, by their nature, they do not follow a strongly delineated procedure, especially not the usual sort of coding. This symposium attempts to begin addressing the methodological issues by reflecting on several cases of data analysis.

Most research on personal epistemologies has conceived them as made up of relatively large, coherent, and stable cognitive structures, either developmental stages or beliefs (perhaps organized into theories). Recent work has challenged these views, arguing that personal epistemologies are better understood as made up of finer grained cognitive resources whose activation depends sensitively on context. In this article, we compare these different frameworks, focusing on their instructional implications by using them to analyze a third-grade teacher's epistemologically motivated intervention and its effect on her students. We argue that the resources framework has more predictive and explanatory power than stage- and beliefs-based frameworks do.