Interest in Dialogic and Non-Dialogic Teacher Talk Situations in Middle School Science Classroom
نویسندگان
چکیده
منابع مشابه
Middle school science students’ dialogic argumentation
Argumentation schemes for presumptive reasoning are used to analyze students’ small group discourse during the evaluation of a science investigation project. Seventeen triads of middle school students participated in a structured 45-60 minute long interview. The broad set argumentation schemes employed by students, such as argument from sign and argument from consequences, suggests that the aut...
متن کاملPromoting Dialogic Talk in a Speaking Classroom: Rethinking Bakhtinian Pedagogy
This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at t...
متن کاملKnowledge and Action in Classroom Practice: A Dialogic Approach
In 1987, Lee Shulman and Hugh Sockett had an important exchange in the Harvard Educational Review. Shulman argued for the central role of knowledge in good teaching. Sockett responded that good teaching cannot be understood as primarily a matter of knowledge and skills, because it centrally involves moral action in particular contexts. This essay sharpens the question of whether knowledge-based...
متن کاملAction, Talk, and Text: the Case for Dialogic Inquiry
For ten years, while I was at the Ontario Institute for Studies in Education, University of Toronto, I had the good fortune to work with a group of teachers with whom I and two colleagues formed a school-university partnership to carry out collaborative action research, supported by grants from the Spencer Foundation. Initially, our aim was to investigate the role of spoken discourse – talk – i...
متن کاملDomain Independent Assessment of Dialogic Properties of Classroom Discourse
We present a machine learning model that uses particular attributes of individual questions asked by teachers and students to predict two properties of classroom discourse that have previously been linked to improved student achievement. These properties, uptake and authenticity, have previously been studied by using trained observers to live-code classroom instruction. As a first-step in autom...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: International Journal of Science and Mathematics Education
سال: 2019
ISSN: 1571-0068,1573-1774
DOI: 10.1007/s10763-019-10031-2