The Interplay of Representations and Patterns of Classroom Discourse in Science Teaching Sequences

Autor/in	Tang, Kok-Sing
Titel	The Interplay of Representations and Patterns of Classroom Discourse in Science Teaching Sequences
Quelle	In: International Journal of Science Education, 38 (2016) 13, S.2069-2095 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1218568
Schlagwörter	Science Education; Science Instruction; Video Technology; Science Teachers; Research Projects; Foreign Countries; Science Curriculum; Physics; Chemistry; Discourse Analysis; Scientific Concepts; Semiotics; Observation; Secondary School Science; Secondary School Students; Secondary School Teachers; Singapore + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Forschungsvorhaben; Ausland; Physik; Chemie; Diskursanalyse; Semiotik; Beobachtung; Sekundarschüler; Singapur
Abstract	The purpose of this study is to examines the relationship between the communicative approach of classroom talk and the modes of representations used by science teachers. Based on video data from two physics classrooms in Singapore, a recurring pattern in the relationship was observed as the teaching sequence of a lesson unfolded. It was found that as the mode of representation shifted from enactive (action based) to iconic (image based) to symbolic (language based), there was a concurrent and coordinated shift in the classroom communicative approach from interactive-dialogic to interactive-authoritative to non-interactive--authoritative. Specifically, the shift from enactive to iconic to symbolic representations occurred mainly within the interactive-dialogic approach while the shift towards the interactive-authoritative and non-interactive-authoritative approaches occurred when symbolic modes of representation were used. This concurrent and coordinated shift has implications on how we conceive the use of representations in conjunction with the co-occurring classroom discourse, both theoretically and pedagogically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01