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Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches

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Abstract

This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning children to express understandings through narrative assessments created spaces for revealing children’s perspectives on classroom experiences with their teachers and each other. Four findings emerged. First, transformation of practice requires a change of the teacher’s role. Second, children’s narrations provided a platform for elaborating their understandings. Third, our work illustrates the critical role of trust and time in working towards inclusive assessment practices. Lastly, dialogue around the children’s products illustrates how they made decisions and challenges normative ideas of what children can or cannot do or know. Overall, we highlight how dialogue became a way for adults and children to cross boundaries of age and knowledge hierarchies in the construction of science assessments.

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Notes

  1. Original data is in German, and we have translated here to English for ease of understanding.

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Authors and Affiliations

  1. Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l’Education, University of Luxembourg, 11, Porte des Sciences, L-4366, Esch-sur-Alzette, Luxembourg

    Michelle Brendel, Christina Siry & Jana Maria Haus

  2. Ministry of National Education, Childhood, and Youth, 58, bd Grande-Duchesse Charlotte, L-1330, Luxembourg, Luxembourg

    Fabienne Breedijk-Goedert

Authors
  1. Michelle Brendel
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  2. Christina Siry
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  3. Jana Maria Haus
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  4. Fabienne Breedijk-Goedert
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Correspondence to Michelle Brendel.

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Brendel, M., Siry, C., Haus, J.M. et al. Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches. Res Sci Educ 49, 767–786 (2019). https://doi.org/10.1007/s11165-017-9642-2

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