Analyzing Stories Told by an Elementary Science Teacher in a Fifth-Grade Classroom

Autor/in	Trotman, Alicia M.
Titel	Analyzing Stories Told by an Elementary Science Teacher in a Fifth-Grade Classroom
Quelle	(2012), (157 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-1542-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Science; Elementary School Teachers; Grade 5; Classroom Environment; Classroom Techniques; Story Telling; Qualitative Research; Personal Narratives; Science Instruction; Autobiographies; Fiction; Current Events; Story Grammar; Discourse Analysis; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Klassenklima; Unterrichtsklima; Klassenführung; Qualitative Forschung; Erlebniserzählung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Autobiography; Autobiografie; Autobiographie; Fiktion; Aktualität; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	The purpose of this qualitative study was to analyze and interpret the stories told by one teacher, Ms. M, in a fifth grade science classroom. In this study, stories are defined as teacher utterances that are used in first person or third person narrative view, and are related to an experience that occurred outside the classroom. This research answers questions concerning: (a) what types of stories Ms. M tells during science instruction; (b) when these stories occur in the classroom; and (c) what pedagogical functions do these stories serve in the classroom. Utilizing theories on the social construction of knowledge and narrative cognition, stories told may be formed through multiple paths that follow no logical expression to make sense of the context and to connect to its audience. Therefore, this study provides insight into how Ms. M made sense of science with her stories and the ways in which they worked with her students. The results illlustrated that the types of stories found with Ms. M were autobiographical, biographical, fictional, or based on current events. These stories occurred when the teacher initiated the discussion by bringing forth a definition, a question or reinforcing a concept. However, the stories were triggered by students to a greater degree with their questions, concerns, observations or their own stories or explanations. Finally, all pedagogical functions of stories were identified with Ms. M's stories: promotion of engagement or attention of students, building community, clarifying concepts or vocabulary, activation and building of background knowledge and disclosure of teacher role and voice. Ms. M stories exemplified her sense-making of science and connections to her own life that her students were eventually able to make for themselves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10