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Cited by 719Science Education and PedagogyEducational Theory and Curriculum StudiesDiscourse Analysis in Language Studies

The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons

Scott, Philip H., Mortimer, Eduardo F., Aguiar, Orlando G.·2006·Science Education
DOI 10.1002/sce.20131
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Abstract

In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, Meaning Making in Secondary Science Classrooms, Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazilian high school science class. More specifically, we argue the point that such shifts between communicative approaches are an inevitable part of teaching whose purpose is to support meaningful learning of scientific knowledge. We suggest that a necessary tension therefore exists between authoritative and dialogic approaches as dialogic exchanges are followed by authoritative interventions (to develop the canonical scientific view), and the authoritative introduction of new ideas is followed by the opportunity for dialogic application and exploration of those ideas. In these ways, one communicative approach follows from the other, authoritativeness acting as a seed for dialogicity and vice versa. We discuss how this analysis, in terms of shifts in communicative approach, offers a new and complementary perspective on supporting “productive disciplinary engagement” (Engle & Conant, 2002, Cognition and Instruction, 20, 399–484) in the classroom. Finally we consider some methodological issues arising from this study. © 2006 Wiley Periodicals, Inc. Sci Ed 90:605–631, 2006

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Research works printed but not linked: 12

  1. Aguiar O., 2003, Promovendo a tomada de consciência dos conflitos a superar: Análise da atividade discursiva em uma aula de ciências In Anais do II Encontro Internacional Linguagem, Cultura e Cognição: reflexões para o ensino
  2. Aguiar O., 2005, Learning from and responding to pupils' questions: The authoritative and dialogic tension. In Proceedings of 5th International ESERA Conference, 503
  3. Bakhtin M. M., 1981, The dialogic imagination
  4. Billig M., 1996, Arguing and thinking
  5. Candela A., 1999, Ciencia en la aula: los alumnos entre la argumentacion y el consenso
  6. Halliday M. A. K., 1993, Writing science
  7. Leach J., 2005, Improving teaching and learning in science: Towards evidence‐based practice
  8. Qualifications and Curriculum Authority., 2003, New perspectives on spoken English in the classroom: Discussion papers
  9. Reddy M. J., 1979, Metaphor and thought, 284
  10. Resnick L. B., 1999, Making America smarter, Education Week Century Series, 18, 38
  11. Vice S., 1997, Introducing Bakhtin
  12. Viiri J. Saari H. &Sormunen K.(2003). Describing the rhythm of science teacher talk. Paper presented at the European Science Education Research Association (ESERA) Fourth International Conference Noordwijkerhout The Netherlands August 19–23 2003.

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Authors
Scott, P. H., Mortimer, E. F., & Aguiar, O. G.
Affiliations
  • University of Leeds (GB)
  • Universidade Federal de Minas Gerais (BR)
Corresponding author
Scott, Philip H.
ORCID
Venue
Science Education
Publisher
Wiley
Published
2006-02-17
Volume
90
Issue
4
Pages
605-631
ISSN
  • 0036-8326 (ISSN-L)
  • 1098-237X
DOI
10.1002/sce.20131
OpenAlex
W2092049568
Cited by
719
References
56
Citations by year
2026: 18 · 2025: 30 · 2024: 36 · 2023: 49 · 2022: 40 · 2021: 43 · 2020: 61 · 2019: 56 · 2018: 43 · 2017: 43 · 2016: 37 · 2015: 44 · 2014: 40 · 2013: 36 · 2012: 37
FWCI
79.92
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Science Education (publishedVersion)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
Keywords
authoritative discourse, dialogic discourse, meaning-making, science classroom discourse, high school science education, communicative language teaching, productive disciplinary engagement, teacher intervention

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