Expert Teachers’ Discursive Moves in Science Classroom Interactive Talk

Tytler, Russell; Aranda, George

doi:10.1007/s10763-015-9617-6

Cited by 58 publications

(42 citation statements)

References 8 publications

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“…We used a case study approach to examine the engineering teacher talk of an experienced middle school life science teacher during an engineering design‐based STEM integration unit. A case study approach allowed us to investigate teaching processes in a specific, bounded context (Yin, ) and is a method commonly used to study classroom talk (Christodoulou & Osborne, ; Moje, ; Tytler & Aranda, ) because it allows an in‐depth analysis of one teacher's practices to achieve a deep understanding of the nuances and details of teacher talk within a specific classroom.…”

Section: Methodsmentioning

confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

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Background Integration of engineering into middle school science and mathematics classrooms is a key aspect of STEM integration. However, successful pedagogies for teachers to use engineering talk in their classrooms are not fully understood. Purpose/Hypothesis This study aims to address this need with the research question: How does a middle school life science teacher use engineering talk during an engineering design‐based STEM integration unit? Design/Method This case study examined the talk of a teacher whose students demonstrated high levels of learning in science and engineering throughout a three‐year professional development program. Transcripts of whole‐class verbal interactions for 18 class periods in the life science‐based STEM integration unit were analyzed using a theoretical framework based on the Framework for Quality K‐12 Engineering Education. Results The teacher used talk to integrate engineering in a variety of ways, skillfully weaving engineering throughout the unit. He framed lessons around problem scoping, incorporated engineering ideas into scientific verbal interactions, and aligned individual lessons and the overall unit with the engineering design process. He stayed true to the context of the engineering challenge and treated the students as young engineers. Conclusions This teacher's talk helped to integrate engineering with the science and mathematics content of the unit and modeled the practices of informed designers to help students learn engineering in the context of their science classroom. These findings have the potential to improve how educators and curricula developers utilize engineering teacher talk to support STEM integration.

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Section: Methodsmentioning

confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…However, empirical investigations have shown that segments of classroom discourse typically display both dialogic and authoritative characteristics (Al-Mahrouqi, 2010;Mortimer, 1998;Tytler & Aranda, 2015). To enable more subtle descriptions, the discourse's voicedness and coerciveness (Linell, 2009) can be considered.…”

Section: Analytical Frameworkmentioning

confidence: 99%

Teachers’ Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching

Bossér

Lindahl

2020

Int J of Sci and Math Educ

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The integration of socioscientific issues (SSI) into science teaching requires that teachers manage classroom discussions in which various perspectives are considered and students' contributions are recognized. The present study aimed to provide knowledge of how classroom discussions on SSI can be structured and implemented to pursue specific teaching purposes. In this study, two secondary science teachers' employment of communicative approaches during four discussions on SSI was analysed. In the studied context, communicative approaches can be described as involving various or only a single perspective on SSI and as being either interactive or non-interactive. The results elucidate how teachers can make purposeful use of different communicative approaches to facilitate students' decision-making while promoting complexity in their reasoning. The results also show how teachers can promote cumulativity, in terms of their recognition of students' contributions to discussions. It is proposed that teachers can use the concept of communicative approaches as an analytical tool to reflect on and develop aspects of teaching practice in relation to the goals that they wish to achieve.

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“…Also, the teachers must alter their classroom discourse in order to introduce the language of school science (scientific concepts and theories). Therefore, the classroom discourse is developed by the teacher with an aim to explain activities, give direction, provide feedback or to check students' understanding (Mercer & Dawes, 2014;Tytler & Aranda, 2015). Also, science learning is enacted in classrooms largely through the interactions between teachers-students, studentsstudents, student-materials, and teacher-materials.…”

Section: Redox Reactions In Electrochemistrymentioning

confidence: 99%

Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

Ahmad¹,

Ishak²,

Bunyamin³

2019

APJEE

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Expert Teachers’ Discursive Moves in Science Classroom Interactive Talk

Cited by 58 publications

References 8 publications

Engineering as the integrator: A case study of one middle school science teacher's talk

Engineering as the integrator: A case study of one middle school science teacher's talk

Teachers’ Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching

Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

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