A Sociocultural Approach to Science Learning in the Classroom : Lotman's Notion of "Functional Dualism of Texts in a Cultural System" and Wertsch's Notion of "Privileging"

Abstract

In this paper, We discuss how speech communication in the science classroom can be understood from a sociocultural approach, by using Lotman's notion of "functional dualism of texts in a cultural system" and Wertsch's notion of "privileging." With Lotman's notion, we can analyze speech communication in the science classroom by the formation of voices such as ''the univocal function of texts" and "the dialogue function of texts," and characterize the role of others in science learning based on the formation of voices in speech communication. With Wertsch's notion, we can trace the trajectory of the contents students learn through the changes in conversation topics during speech communication in the science classroom. To demonstrate the usefulness of Lotman's and Wertsch's notions for understanding speech communication, we conduct an interaction analysis of the unit on "the characteristics of various solutions." In this interaction, students can learn the specific content and deepen their understanding of the content, supported by others as teacher and students. And also, this analysis suggests some points for reflection on speech communication in this unit.