Competences for Organizing Discourse-In-Interaction & Science Learning: Analyzing knowledge building as activity of collaborative inquiring (I: preschool, K1, K2) (2008-2011)
CODI-SCILE-A focuses on
- scientific knowledge construction by children (age four to eight) as deployed in the activity of inquiring the specifics of a physical element (‘water’) and
- the apparent (“at hand”) and emergent (“developed”) discourse-in-interaction practices, features and formats with regard to
- the (a) outside vs. b) inside school) resources mobilized,
- their multi-modal quality for discourse and
- their multilingual dimensions in terms of a) language development and b), more importantly, learning as such.
The developmentally sensitive project set-up (joint activity and concept-construction-in-discourse by young children) provides ecologically valid insights into the fundaments of scientific reasoning, information structuring in discourse-in-interaction, their micro-development and ways of pedagogical exploitation within multilingual learning contexts at a sensitive age. Also, the acknowledged but lesser investigated link between scientific reasoning and its (mostly within schooling and testing devices, e.g. PISA) assessable re-presentation in discourse is addressed and allows for highly valuable results with regard to the conditions, reliability and potentials.
|Project leader:||Prof. Dr. Charles Max|
|Research team:||Ass. Prof. Dr. Gudrun Ziegler|