Epistemic Analysis of High School Science Teachers' Class Talks

Autor/inn/en	Zhai, Junqing; Yan, Xiaomei
Titel	Epistemic Analysis of High School Science Teachers' Class Talks
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 2, S. 259-262Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.2004075
Schlagwörter	Forschungsbericht; Science Instruction; Epistemology; Student Attitudes; Beliefs; Academic Achievement; Self Efficacy; High School Teachers; Foreign Countries; Urban Schools; Science Tests; Barriers; Classroom Communication; Verbal Communication; Context Effect; Teaching Methods; China + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Schülerverhalten; Belief; Glaube; Schulleistung; Self-efficacy; Selbstwirksamkeit; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An increasing number of studies in science education have proved the positive effects of students' epistemic beliefs on their academic achievements and self-efficacy. Despite the critical roles of teachers' classroom talks on shaping students' epistemic beliefs, little research has explored teachers' talks from epistemic perspectives. Therefore, this study undertook an epistemic analysis of two high school science teachers' class talks in China. The findings show the teachers' talks were focused on 'constructing knowledge' practices, with very few of 'explanation' operation. In the observed classes, teachers led most 'description' and 'argument' operations, while the students were involved in a low level of epistemic load. The epistemic features of teachers' talks were influenced by both exam pressures and teachers' pedagogical beliefs. This study argues that the latter was undermined by exam pressures in education systems and was neglected in the current teacher education system. This study indicates the context-dependent nature of teachers' epistemic talks in science classes and advocates the explicit teaching of epistemic cognition in teacher education courses. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01