When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms

Abstract

In this chapter, we use examples from ninth grade lab and lecture science classes to illustrate how classroom language practices reveal and reinforce particular conceptions of classroom science knowledge, and position students as learners and knowers in relation to classroom science knowledge. Our data indicate that prescribed lab activities resulted in prescribed and constrained language practices, very different from the language used to explore, hypothesize, or describe and substantiate one’s scientific findings. Surprisingly, we found more exploratory language from students’ personal engagement in science learning during lectures as new material was presented by the teacher and discussed by the class. We situate our findings in light of recommendations related to language and practice in the 2012 National Research Council’s A Framework for K-12 Science Education. These examples frame a discussion of how to shift classroom language norms to support science learning that emphasizes scientific inquiry and argumentation.