原创力文档communication practices and the construction of meaning science activities in the kindergarten交流实践和建设意义在幼儿园科学活动.pdfVIP
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communication practices and the construction of meaning science activities in the kindergarten交流实践和建设意义在幼儿园科学活动
Creative Education, 2010, 2, 81-92 81
doi:10.4236/ce.2010.12013 Published Online September 2010 (http://www.SciRP.org/journal/ce)
Communication Practices and the Construction
of Meaning: Science Activities in the Kindergarten
Maria Poimenidou, Vasilia Christidou
Department of Preschool Education; University of Thessaly, Volos, Greece
Email: mpoimenidou@uth.gr
Received June 25th, 2010; revised July 28th, 2010; accepted August 10th, 2010.
ABSTRACT
The paper presents a comparative analysis of communication practices used in two kindergarten classes in Greece
during science activities related to magnets and magnetic attraction. Communication practices are classified as inter-
active / dialogic, interactive / authoritative, non-interactive / dialogic, or non-interactive / authoritative. Moreover, the
role of different communication practices in the construction of meaning is analyzed, at the ideational, interpersonal
and textual level. The analysis of characteristic episodes of the two activities reveals that different communication
practices produce significant discrepancies in th e meanings constructed in each classroom.
Keywords : Communication practices, Construction of meaning, Dialogicity, Preschool education, Science teaching
1. Introduction and cultural environment effecting different experiences
on individuals as well as different ways of processing
The transition from teacher-centered to pupil-centered
them. Especially in education, dialogue provides pupils
models of teaching has resulted in the formulation
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