Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers' Oral Strategies

Autor/in	Oliveira, Alandeom W.
Titel	Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers' Oral Strategies
Quelle	In: Journal of Science Teacher Education, 21 (2010) 7, S.747-765 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9168-1
Schlagwörter	Classroom Techniques; Kindergarten; Preschool Teachers; Grade 4; Elementary School Teachers; Learner Engagement; Speech Communication; Speech Skills; Scientific Concepts; Science Interests + Suchen Sie Ihr Suchwort? Klassenführung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mündliche Leistung; Sprachfertigkeit
Abstract	This study explores how elementary teachers perceive and use "engaging oral strategies" (i.e., manners of speaking that encourage students to participate and become engaged in science discussions). It is reported that the strategies employed as well as their frequency varied substantially depending upon on the teachers' grade level and perceptions. While a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers' engaging oral strategies are multifunctional, serving important social and cognitive functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10