Dialogic Talk in Diverse Physical Science Classrooms

Autor/inn/en	Taylor, Dale L.; Lelliott, Anthony D.
Titel	Dialogic Talk in Diverse Physical Science Classrooms
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 19 (2015) 3, S.255-266 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1089678
Schlagwörter	Science Instruction; Classroom Communication; Dialogs (Language); Science Teachers; Teacher Attitudes; Educational Principles; Discourse Analysis; Observation; Feedback (Response); Teacher Education; Teaching Methods; Secondary School Teachers; Persuasive Discourse; Context Effect; Educational Environment; Teacher Characteristics; Teacher Student Relationship; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsprinzip; Diskursanalyse; Beobachtung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Dialogic talk, in which different ideas are considered, promotes conceptual understanding in science, and is in line with South Africa's school curriculum. The problem is that dialogic talk is difficult to facilitate and may run counter to cultural norms. As a result, classroom talk is often not dialogic. This paper reports on the nature of classroom talk in the classrooms of eight physical science teachers who were prepared in their initial teacher education for a student-centred school curriculum. An observer spent two school days in each teacher's classroom, writing a narrative description of each lesson. A grounded analysis revealed two significant dimensions in the lessons: the nature of the talk and the apparent purpose of the teacher. The classroom talk could be classified as exposition, question and answer (Q&A) or conversation. The teaching purposes were: introduction of general principles, application, feedback and revision. The three types of talk were used to serve all four teaching purposes. Dialogic talk was present with all the teachers showing that dialogic talk is possible across the diversity of classrooms investigated. We consider factors that may inhibit dialogic talk, and ways to address these. We recommend that initial teacher education provides students with personal experience of dialogic talk in science classrooms, a framework for thinking about classroom talk and suitable pedagogies for facilitating dialogic talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01