Mediating Meaning in the Social World of the Science Classroom

Main Article Content

Daniel P. Shepardson
Susan Britsch



This article examines science teaching and learning by drawing on Vygotsky’s sociocultural theory of learning and development as well as a social semiotic perspective.  This includes in semiosis the science equipment, science phenomena,  teacher and student actions, talk and writing that are involved in science teaching and learning.  In much the same way a Vygotskian perspective views science phenomena and equipment  as technical tools that mediate both teacher and student meaning making, as do the symbolic products created by the teacher and the students. We suggest an inclusive view in which all are seen as active mediators in science teaching and learning


Article Details

Research / Empirical
Author Biographies

Daniel P. Shepardson, Purdue University

Profesor of Geoenvironmental and Science Education, Depts of Curriculum & Instruction and Earth and Atmospheric Sciences

Susan Britsch, Purdue University

Professor of Curriculum & Instruction, Dept of Curriculum & Instruction