Using Exploratory Talk to Enhance Problem-Solving and Reasoning Skills in Grade-7 Science Classrooms

Autor/inn/en	Webb, Paul; Treagust, David F.
Titel	Using Exploratory Talk to Enhance Problem-Solving and Reasoning Skills in Grade-7 Science Classrooms
Quelle	In: Research in Science Education, 36 (2006) 4, S.381-401 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-005-9011-4
Schlagwörter	Problem Solving; Thinking Skills; Grade 7; Science Instruction; Second Language Learning; English (Second Language); Sociocultural Patterns; Social Influences; Cognitive Ability; Foreign Countries; School Location; Scores; Elementary School Students; Discussion (Teaching Technique); Classroom Communication; Comparative Analysis + Suchen Sie Ihr Suchwort? Problemlösen; Denkfähigkeit; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Soziokulturelle Theorie; Sozialer Einfluss; Ausland; Schulgelände; Klassengespräch
Abstract	This study investigates whether the generation of exploratory talk in grade seven, second-language science classrooms in the Eastern Cape Province, South Africa, has a positive effect on learners in terms of their problem-solving and reasoning skills and whether socio-cultural "milieus" (urban, peri-urban and rural settings of schools) have an effect on any cognitive gains that may be made by learners. The findings were that there is a clear and statistically significant improvement in the mean test scores on problem-solving and reasoning of pupils who participated in the classroom discussion initiative (exploratory talk) over those of the comparison groups. This result was consistent in both the first- and second-studies that were undertaken. There was also a significant difference between the gains in problem-solving and reasoning test scores of the three socio-geographical settings in which the participating schools are found. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10