Dialogic Teaching in the Primary Science Classroom

Autor/inn/en	Mercer, Neil; Dawes, Lyn; Staarman, Judith Kleine
Titel	Dialogic Teaching in the Primary Science Classroom
Quelle	In: Language and Education, 23 (2009) 4, S.353-369 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Teacher Student Relationship; Science Instruction; Teaching Methods; Case Studies; Observation; Dialogs (Language); Professional Development; Elementary School Students; Secondary School Students; Classroom Communication; Foreign Countries; Discourse Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Beobachtung; Dialog; Dialogs; Dialogue; Dialogues; Sekundarschüler; Klassengespräch; Ausland; Diskursanalyse
Abstract	This paper describes research on dialogue between teachers and pupils during primary school science lessons, using talk from two classrooms to provide our examples. We consider whether teachers use dialogue to make education a cumulative, continuing process for guiding the development of children's understanding. Case studies of two teachers, using observational data taken from a larger data set, are used to illustrate their use of talk as a pedagogic tool. We also consider the differing extent to which the two teachers highlight for pupils the educational value of talk, and the extent to which they attempt to guide pupils' own effective use of talk for learning. Implications are drawn for evaluating the ways teachers use dialogue, and for professional development. An example is provided of an activity which has been found to help teachers implement dialogic teaching, and which illustrates how such an approach involves organising the structural variety of talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10