de Oliveira Jayme, Bruno2008-07-162008-07-1620082008-07-16http://hdl.handle.net/1828/1027Using interaction analysis and discourse analysis as a method of data analysis, I take a cultural-historical approach to explore teacher-student and student-student interactions during out-of-classroom science projects. The database is composed of my fieldnotes, videotaped science fieldtrips, and videotaped computer sessions where students worked collaboratively to produce science digital videos, highlighting their experiences during science fieldtrips. This thesis is formed by three studies I conducted with elementary students from a public school in British Columbia, Canada. These three independent and yet interrelated studies have implications for science learning and instruction in general. More specifically, this thesis contributes to the understanding of student-student and teacher-student interactions during collaborative work when they are engaged in science activities that occurred out of the classroom settings, such as fieldtrips and in the computer laboratory.enAvailable to the World Wide Webfieldtripsscience educationelementary educationdiscourse analysiscultural-historical activity theoryactivity theoryVygotskieducational psicologyinteraction analysismonopolizationleadershipcollaborative workinterjectionsinformal learningUVic Subject Index::Humanities and Social Sciences::Education::Curriculum planningUVic Subject Index::Humanities and Social Sciences::Education::Educational psychologyUVic Subject Index::Humanities and Social Sciences::Education::Education, ElementaryThesis