Interchangeable Positions in Interaction Sequences in Science Classrooms

Autor/inn/en	Rees, Carol; Roth, Wolff-Michael
Titel	Interchangeable Positions in Interaction Sequences in Science Classrooms
Quelle	In: Dialogic Pedagogy, 5 (2017), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3290
Schlagwörter	Foreign Countries; Science Instruction; Inquiry; Grade 7; Grade 8; Interaction; Science Experiments; Teaching Methods; Units of Study; Teacher Student Relationship; Classroom Communication; Questioning Techniques; Dialogs (Language); Science Curriculum; Discourse Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Befragungstechnik; Fragetechnik; Dialog; Dialogs; Dialogue; Dialogues; Diskursanalyse; Kanada
Abstract	Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students' access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth & Gardner, 2012). According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students) in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01