Scientific Literacy Practices from a Concept of Discourse Space: Focusing on Resources and Demands for Learning

Abstract

Writing is a learning activity. Yet, writing is not a naturally obtained skill differing from speaking. Rather, writing is inherently a cognitive demanding task, thus required to be instructed. Traditionally, cognitive processes students engage in during writing have been discussed as localized phenomena that can be explained as an information processing at the level of the individual. In this chapter, drawing from dual processing theory and distributed cognition theory, I will discuss how writing can be seen as more socially dynamic representations and critical practices for learning sciences. First, I will discuss two fundamental assumptions for writing, cognition, and learning: (a) student engagement in cognitive processes always involves two forms of processing (construction and evaluation) not only interpersonally but also intrapersonally; and (b) participants in discursive practices collectively contribute to share, build, and develop both a local, dynamic cognitive system and a material environment which has flexibly evolved over time and eventually forms a culture of classroom so that each adopts individually and uniquely for their future practice and learning. Then, these two assumptions are exclusively discussed based on two elements, “resource” and “demand,” in a concept of discourse space. With supports of empirically investigated evidences, this chapter offers a useful guidance to further understand writing, cognition, and learning in a classroom context.