Literaturnachweis - Detailanzeige
Autor/inn/en | Shepardson, Daniel P.; Britsch, Susan Jane |
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Titel | Zones of Interaction: Differential Access to Elementary Science Discourse |
Quelle | In: Journal of Research in Science Teaching, 43 (2006) 5, S.443-466 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4308 |
DOI | 10.1002/tea.20104 |
Schlagwörter | Science Activities; Interaction; Classrooms; Elementary School Science; Cooperative Learning; Grade 4; Science Instruction; Science Education; Classroom Research; Discourse Analysis; Elementary Education; Teaching Methods Interaktion; Classroom; Klassenraum; Kooperatives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Diskursanalyse; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | This study investigated teacher-child interaction within small-group science activities in a fourth-grade classroom. This qualitative study revealed three "zones of interaction," or teacher-child interaction categories: Individual Zones of Interaction, Multiple Zones of Interaction, and a Collective Zone of Interaction. Each zone was further shaped by either a procedural, conceptual, or managerial focus for the interaction. These zones granted children differential levels of access to the teacher's knowledge. Based on these data and findings, we propose a discourse model for elementary science classrooms that encompasses talk, materials, knowledge, engagement, and power. (Author). |
Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |