Discourse Forms in a Classroom Transitioning to Student-Centred Scientific Inquiry through Co-Teaching

Autor/inn/en	Rees, Carol A. B.; Roth, Wolff-Michael
Titel	Discourse Forms in a Classroom Transitioning to Student-Centred Scientific Inquiry through Co-Teaching
Quelle	In: International Journal of Science Education, 41 (2019) 5, S.586-606 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rees, Carol A. B.) ORCID (Roth, Wolff-Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1571649
Schlagwörter	Student Centered Learning; Science Instruction; Team Teaching; Classroom Communication; Discourse Modes; Inquiry; Active Learning; Elementary School Teachers; Elementary School Students; Master Teachers; Elementary School Science; Foreign Countries; Scaffolding (Teaching Technique); Canada + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Klassengespräch; Diskursethik; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Kanada
Abstract	Teacher-student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher-student dialogue (b) modelling of the more dialogic form of discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01