Abstract
Ha and Kim (this issue) qualitatively portrayed how a marginalized student’s attempts to position himself as an accepted member were constrained or afforded by other members in the small-group argumentation activities. From a framing perspective, the authors described the features and changes of the marginalized student’s participation in small-group argumentation in a science classroom. In this commentary, based on the reported features and shift of the marginalized student’s participation, we illustrate how to understand and support marginalized students' participation in a science classroom from the perspective of framing. In particular, we interpret several features of marginalized students’ participation that were reported in Ha and Kim’s paper and existing studies from two aspects of framing: interactional dynamics and multilevel structures. Finally, we discuss how to support (re)framing of marginalized students as a basis of establishing equity in science classrooms.
초록
하희수와 김희백(2022)의 논문에서는 소집단 논변활동에서 소외된 학생이 자신을 수용된 구성원으로 자리 매김하려는 시도가 다른 구성원들에 의해 어떻게 제한되거나 허용되는지 질적으로 기술했다. 프레이밍 관점으로 과학 교실의 소집단 논변활동에서 소외된 학생의 참여의 특징과 변화를 설명했다. 이 논평에서는 이 논문에서 보고된 특징들과 변화를 기반으로, 프레이밍 관점에서 소외된 학생의 과학 수업 참여를 이해하고 지원하는 방법을 논의했다. 특히 하희수와 김희백의 논문 및 기존 연구들에서 보고된 소외된 학생들의 참여의 특징들을 프레이밍의 역동적 상호작용과 다층적 구조라는 두 가지 측면에서 해석했다. 끝으로 과학 교실에서 형평성을 확립하기 위한 토대로서, 소외된 학생들을 (재)프레이밍을 지원하는 방법에 대해 논의했다.
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This review essay addresses issues raised in Ha and Kim’s paper entitled: “How a marginalized student's attempts to position himself as an accepted member are constrained or afforded in small-group argumentation”. (https://doi.org/10.1007/s11422-021-10100-5)
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Chang, J., Park, J. How to understand and support marginalized students’ participation in a science classroom from the perspective of framing. Cult Stud of Sci Educ 17, 945–954 (2022). https://doi.org/10.1007/s11422-022-10124-5
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DOI: https://doi.org/10.1007/s11422-022-10124-5