After the pandemic with the coronavirus, many teachers and students were trained in the use of digital tools. Indeed, many of these tools are being used more and more frequently and facilitate learning in combination with other methods. In this study, the authors present the teaching approach of scientific discourse to high school students, aged 17-18 (secondary level education in Greece). Scientific discourse is characterized by specific conventions, standards, and practices that are recognized and accepted within the scientific community. It typically involves various forms of communication, including scientific papers, research articles, conference presentations, and scientific discussions. Through this didactic scenario, students will acquire the knowledge required for communication, discourse, persuasion techniques, and means.
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Scientific discourse within a classroom context has been described as encompassing knowledge, practical application, verbal communication, reading, and writing (Moje, Collazo, Carillo, & Marx 2001) or as a fusion of scientific modes of communication, understanding, practical application, and the utilization of relevant forms of evidence (Lemke, 1990). Newton, Driver, and Osborne (1999) contend that scientific discourse plays a role in fostering conceptual comprehension, infuses a classroom with a sense of scientific community, and enhances students' overall education. Given that scientific discourse is shaped and influenced by social interaction, students are required to acquire the conventions of discourse through active engagement in scientific discussions and receiving clear guidance from their teachers, as advocated by Kelly and Chen (1999).
Recent research has shed light on the significance of scientific discourse in education. Studies such as those by Hand, Prain, and Yore (2001) emphasize the importance of incorporating scientific discourse as it promotes students' deeper understanding of scientific concepts and encourages the development of critical thinking skills. Their findings highlight that students who engage in scientific discourse are better equipped to analyze and communicate scientific ideas effectively. Furthermore, research by Nystrand, Wu, Gamoran, Zeiser, and Long (2003) underscores the role of teacher-student interactions in fostering scientific discourse. These interactions provide a framework for students to engage in dialogue and argumentation, which can enhance their ability to construct scientific knowledge and communicate their findings. To incorporate these recent research findings, educators should consider strategies that encourage student engagement in scientific discourse. This may involve the use of structured argumentation frameworks (Toulmin, 1958), collaborative group work, and the integration of technology tools for real-time feedback and discussions.
In the Greek syllabus the aim is for students to recognize the author's personal stance in argumentative texts and understand the purpose and conclusion of the arguments. Students are encouraged to form their own opinions on the texts and acknowledge that there can be different viewpoints on the issues raised. The Greek Language Curriculum in high school acknowledges the diversity, needs, capabilities, and overall backgrounds of students. It is designed to allow each student to develop their own perspective within the framework, connecting their individuality with linguistic awareness and development. Through tailored teaching and learning, students become aware of how their language choices are linked to their communication goals and their identity. They gain insight into why they choose certain expressions, how these choices shape their identity, and the impact of these choices. The curriculum covers phonological, morphological, and syntactical structures of the Greek language and their subsystems. It also focuses on vocabulary development, oral and written communication skills, and textual literacy within a critical context, emphasizing different forms of the language and literature.
In the realm of education, it is essential to craft curricula and teaching materials that not only cover fundamental subjects but also address the evolving requirements of students in our modern digital era. In this context, a pivotal component of the secondary level curriculum involves the instruction of scientific discourse, persuasion techniques, and digital literacy. These proficiencies are indispensable for students to flourish in our information-rich, technology-driven society.
Teaching scientific discourse entails equipping students with the ability to effectively communicate within the realm of science. This encompasses developing proficiency in scientific language, understanding the conventions of scientific writing and communication, and engaging in meaningful discussions and debates on scientific topics. Expected learning outcomes in this domain encompass students' capacity to read, comprehend, and produce scientific texts, as well as their ability to participate in scientific inquiry and critical analysis.