Developing Elementary Teachers' Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse

Autor/in	Oliveira, Alandeom W.
Titel	Developing Elementary Teachers' Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse
Quelle	In: Journal of Science Teacher Education, 21 (2010) 1, S.103-126 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9157-4
Schlagwörter	Feedback (Response); Classrooms; Professional Development; Science Instruction; Elementary School Teachers; Discourse Analysis; Discussion (Teaching Technique); Summer Programs; Interpersonal Communication; Inquiry; Teacher Student Relationship; Form Classes (Languages) + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Sommerkurs; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Analytischer Sprachbau
Abstract	This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers' social understanding (i.e., their understanding of the social functions of language in science discussions). Teachers became aware of how hedges can be employed to remain neutral toward students' oral contributions to classroom discussions, invite students to share their opinions and articulate their own ideas, and motivate students to inquire. Teachers recognized that the combined use of "I" and "you" can render their feedback authoritative, "you" can shift the focus from the investigation to students' competence, and "we" can lead to authority loss. It is argued that explicitness, reflectivity, and contextualization are essential features of professional development programs aimed at improving teachers' understandings of the social dimension of inquiry-based science classrooms and preparing teachers to engage in inquiry-based teacher-student interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10