Talk in Primary Science: A Method to Promote Productive and Contextualised Group Discourse

Autor/in	Braund, Martin
Titel	Talk in Primary Science: A Method to Promote Productive and Contextualised Group Discourse
Quelle	In: Education 3-13, 37 (2009) 4, S.385-397 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Persuasive Discourse; Science Education; Students; Teaching Models; Adults; Discourse Analysis; Teaching Methods; Primary Education; Foreign Countries; Group Discussion; Teacher Educators; United Kingdom + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Student; Schüler; Schülerin; Studentin; Lehrmodell; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Primarbereich; Ausland; Gruppendiskussion; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Großbritannien
Abstract	Modelled Discussions About Science (MoDAS), where adults talk together about scientific ideas, procedures and applications, were devised to model and improve the quality of pupils' discussions. Two examples from one of the project schools are examined to see if these aims were fulfilled and to comment on examples of cognitive and social aspects of discourse and argumentation. Successful features of adult modelled talk included the use of clearly signed "big-D" discourse for example, how adults take turns, signal agreements and disagreements and challenge each other. Analysis of cognitive aspects of pupils' talk showed sophisticated levels of argumentation. Social functions of dialogue were observed particularly with older pupils. The method is also a way of linking industry and school science so that science learning is more authentic. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10