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P. Scott, “Teacher Talk and Meaning Making in Science Classrooms: A Vygotskian Analysis and Review,” Study in Scientific Education, Vol. 32, No. 1, 1998, pp. 45-80.

has been cited by the following article:

• TITLE: Communication Practices and the Construction of Meaning: Science Activities in the Kindergarten

  AUTHORS: Maria Poimenidou, Vasilia Christidou

  KEYWORDS: Communication practices, Construction of meaning, Dialogicity, Preschool education, Science teaching

  JOURNAL NAME: Creative Education, Vol.1 No.2, September 18, 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 the meanings constructed in each classroom.