Learning Science in High School: What Is Actually Going On?

Autor/inn/en	Tan, Aik Ling; Hong, Huaqing
Titel	Learning Science in High School: What Is Actually Going On?
Quelle	In: International Journal of Science Education, 36 (2014) 4, S.677-692 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.823676
Schlagwörter	High School Students; Grade 9; Science Education; Foreign Countries; Classroom Communication; Secondary School Teachers; Science Teachers; Discourse Analysis; Audiovisual Communications; Transcripts (Written Records); Word Frequency; Chemistry; Biology; Statistical Analysis; Science Curriculum; Integrated Curriculum; Teaching Methods; Generalization; Teacher Education; Singapore + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Ausland; Klassengespräch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Word analysis; Frequency; Wortanalyse; Häufigkeit; Chemie; Biologie; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Singapur
Abstract	This paper examines learning of science in 15 grade nine classrooms by analyzing the type of talk that teachers engaged in. Using transcripts from audio recordings that are part of the Singapore Corpus of Research in Education database, annotations were carried out on the phrases of teacher talk using Mortimer and Scott's framework for meaning making in science classrooms. Interpreted from a sociocultural view of science learning and based on text coverage per 1,000 words spoken by teachers and students, we analyzed the content of instruction and found that (1) teachers in all three sub-disciplines of science used the least number of words to make statements of generalizations, with chemistry teachers privileging description more than physics and biology teachers, while physics teachers use more words for explanation when compared with biology and chemistry teachers and (2) teachers from all three sub-disciplines depended more on empirical justification than theoretical justifications. These findings suggest that most scientific stories in Singaporean grade nine classrooms are dependent on specific contexts and that the nature and organization of knowledge in each sub-discipline defines the features that teachers use in the classrooms to talk knowledge into being. We discuss our findings on whether science curriculum should be framed as "separate subjects" or if they should be developed as "integrated science" and draw implications to science teacher education and the conduct of high stakes public placement examinations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10