Learning from and Responding to Students' Questions: The Authoritative and Dialogic Tension

Autor/inn/en	Aguiar, Orlando G.; Mortimer, Eduardo F.; Scott, Phil
Titel	Learning from and Responding to Students' Questions: The Authoritative and Dialogic Tension
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 2, S.174-193 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Feedback (Response); Classrooms; Teaching Methods; Foreign Countries; Secondary Schools; Secondary School Science; Science Education; Academic Discourse; Grade 7; Evaluation; Grade 9; Science Instruction; Scientific Concepts; Brazil + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sekundarschule; Naturwissenschaftliche Bildung; Discourse; Diskurs; School year 07; 7. Schuljahr; Schuljahr 07; Evaluierung; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Brasilien
Abstract	In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). "Meaning making in secondary science classrooms." Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10