Productive Academic Talk during Inquiry-Based Science

Autor/in	Gillies, Robyn M.
Titel	Productive Academic Talk during Inquiry-Based Science
Quelle	In: Pedagogies: An International Journal, 8 (2013) 2, S.126-142 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2013.767770
Schlagwörter	Academic Discourse; Classroom Communication; Inquiry; Science Instruction; Elementary School Science; Elementary School Students; Grade 6; Science Process Skills; Abstract Reasoning; Problem Solving; Questioning Techniques; Philosophy; Children; Reading Strategies; Scaffolding (Teaching Technique); Group Discussion; Science Activities; Vignettes; Verbal Communication; Interpersonal Communication + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Klassengespräch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 06; 6. Schuljahr; Schuljahr 06; Abstraktes Denken; Denken; Problemlösen; Befragungstechnik; Fragetechnik; Philosophie; Child; Kind; Kinder; Reading strategy; Leselernstufe; Lesetechnik; Gruppendiskussion; Interpersonale Kommunikation
Abstract	This study reports on the types of academic talk that contribute to enhanced explanatory responses, reasoning, problem-solving and learning. The study involved 10 groups of 3-4 students who were provided with one of three linguistic tools (i.e. Cognitive Questioning, Philosophy for Children and Collaborative Strategic Reading (CSR)) to scaffold the questioning process and promote discussion during small group work. Groups were videotaped as they worked on inquiry-based science activities and the videotapes were fully transcribed to identify those helping discourses that contribute to productive talk and learning. In addition, three vignettes of students' discussions are also presented in order to illuminate the different types of productive talk that the students demonstrated in their groups. In the first vignette, the students predominately engaged in analogizing as a tool for constructing meaning. In the second, productive talk involved mainly asking questions and providing elaborations and statements while the third is characterized by questions, reasons, rebuttals and statements where students essentially demonstrate the full complement of discourses characteristic of productive academic talk. The study provides insights into how students appropriate various stratagems for talking and thinking together while simultaneously communicating their shared intentionality and motivation to complete the task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01