"Where Do You Think the Water Comes from?" Teacher-Pupil Dialogues about Water as an Environmental Phenomenon

Autor/inn/en	Strang, Monica H.; Aberg-Bengtsson, Lisbeth
Titel	"Where Do You Think the Water Comes from?" Teacher-Pupil Dialogues about Water as an Environmental Phenomenon
Quelle	In: Scandinavian Journal of Educational Research, 54 (2010) 4, S. 313-333Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
Schlagwörter	Forschungsbericht; Photography; Water; Teacher Student Relationship; Environment; Audio Equipment; Scaffolding (Teaching Technique); Science Instruction; Teaching Methods; Elementary School Students; Environmental Education; Forestry; Discourse Analysis; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Fotografie; Wasser; Teacher student relationships; Lehrer-Schüler-Beziehung; Umwelt; Audio-CD; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Forstwissenschaft; Waldwirtschaft; Diskursanalyse; Ausland; Schweden
Abstract	This article presents results from a study of 36 pupils (8-10 years of age) in face-to-face conversations with their teachers about water as an environmental phenomenon based on a photograph of a rainforest. The teachers' rather vague goal was to have the pupils talk about the water cycle. The sessions were audio-recorded and analyzed with respect to: (1) scaffolding strategies used by the teachers, (2) possible implications of these strategies on the pupils' sense-making, and (3) what accounts of the water cycle as a school-science learning-content were made. Three different patterns of scaffolding strategies were found. Some pupils did not even come close to talking about the water cycle, whereas others arrived at a rather fragmented picture. (Contains 2 figures and 1 table.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10