Science language<i>Wanted Alive</i>: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Over the past two decades, science educators increasingly have become interested in the role of language in the learning of science and have drawn on the work of Bakhtin, among others, for understanding the dialogical nature of knowledge in a sociocultural framework. However, the nature of language and its relation to thinking have not substantially changed and, in many ways, are incommensurable with the cultural–historical, materialist dialectical underpinning of the original framing of the sociocultural and dialogical approaches in the theories of L. S. Vygotsky and M. M. Bakhtin and his circle (e.g., V. N. Vološinov). Most importantly, currently available analyses of science classroom talk do not appear to exhibit sufficient appreciation of the fact that words, statements, and language are living phenomena, that is, they inherently change in speaking. In this paper, I begin by working out the premise that language is a living phenomenon that changes in use. I then present two key insights on language‐in‐use that derive from the works of Vygotsky and the Bakhtin circle, which are used to develop a theoretical and methodological frame. These key insights and the theoretical aspects of this paper are exemplified with materials from a concept mapping session in a 12th‐grade physics course. The proposed model has considerable implications for theorizing the relation between classroom talk and formal written genres of expression, and gives rise to many new research questions. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 1049–1083, 2014
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.191 | 0.038 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.013 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it