Teacher Discourse Strategies Used in Kindergarten Inquiry-Based Science Learning

Autor/inn/en	Harris, Karleah; Crabbe, Jordan Jimmy; Harris, Charlene
Titel	Teacher Discourse Strategies Used in Kindergarten Inquiry-Based Science Learning
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 18 (2017) 2, Artikel 2 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Kindergarten; Inquiry; Science Instruction; Teaching Methods; Observation; Discourse Analysis; Qualitative Research; Statistical Analysis; Classroom Communication; Scaffolding (Teaching Technique); Video Technology; Group Activities; Preschool Teachers; Coding; Questioning Techniques; Classroom Techniques + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Diskursanalyse; Qualitative Forschung; Statistische Analyse; Klassengespräch; Gruppenaktivität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Codierung; Programmierung; Befragungstechnik; Fragetechnik; Klassenführung
Abstract	This study examines teacher discourse strategies used in kindergarten inquiry-based science learning as part of the Scientific Literacy Project (SLP) (Mantzicopoulos, Patrick & Samarapungavan, 2005). Four public kindergarten science classrooms were chosen to implement science teaching strategies using a guided-inquiry approach. Data were collected during lesson observations; teacher discourse strategies were analyzed using qualitative and quantitative procedures. The results showed that the teachers used 13 distinct types of teacher discourse strategies in the classroom. Teacher discourse strategies were grouped into four higher levels of discourse categories. The results indicated that the nature and relative proportion of the different types of teacher discourse varied both across teacher and within teachers across classrooms. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01