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dc.contributor.author Buck, Gayle
dc.contributor.author Quigley, Cassie
dc.date.accessioned 2018-06-18T18:55:22Z
dc.date.available 2018-06-18T18:55:22Z
dc.date.issued 2012-04
dc.identifier.citation Quigley, C., & Buck, G. (2012). The potential of photo-talks to reveal the development of scientific discourses. Creative Education, 3(2), 208-216. en
dc.identifier.uri http://hdl.handle.net/2022/22204
dc.description Publisher's, offprint version en
dc.description.abstract This study explores the potential of a photo-elicitation technique, photo-talks (Serriere, 2010), for under-standing how young girls understand, employ and translate new scientific discourses. Over the course of a nine week period, 24 kindergarten girls in an urban girls’ academy were observed, videotaped, photo-graphed and interviewed while they were immersed into scientific discourse. This paper explicitly de-scribes how their emerging discursive patterns were made visible through this methodological tool. The findings are presented in vignettes in three themes uncovered during our analysis which are the following: Presented the recollection of the scientific Discourse, Described the understanding of scientific Discourse, and Created an opportunity for the translation into everyday discourse. Science educators can benefit from this methodological tool as a reflective tool with their participants, to validate and/or complicate data. Additionally, this methodological tool serves to make discourse patterns more visible by providing a visual backdrop to the conversations thus revealing the development as it is occurring in young children. en
dc.language.iso en en
dc.publisher Creative Education en
dc.relation.isversionof http://file.scirp.org/Html/18780.html en
dc.subject Photo-Elicitation en
dc.subject Photo-Talk en
dc.subject Science Education en
dc.subject Early Childhood Education en
dc.title The Potential of Photo-Talks to Reveal the Development of Scientific Discourses en
dc.type Article en
dc.identifier.doi 10.4236/ce.2012.32033


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