Challenging Transmission Modes of Teaching in Science Classrooms: Enhancing Learner-Centredness through Dialogicity

Autor/inn/en	Lehesvuori, Sami; Ramnarain, Umesh; Viiri, Jouni
Titel	Challenging Transmission Modes of Teaching in Science Classrooms: Enhancing Learner-Centredness through Dialogicity
Quelle	In: Research in Science Education, 48 (2018) 5, S.1049-1069 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9598-7
Schlagwörter	Science Instruction; Science Teachers; Teaching Methods; Active Learning; Inquiry; Foreign Countries; Educational Change; Preservice Teachers; Preservice Teacher Education; Teacher Student Relationship; Interaction; Student Centered Learning; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Ausland; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in classroom communication is being neglected. This is especially within teacher-orchestrated classroom interactions that should foster greater learner centredness and thus authentic scientific inquiry. In learner-centred teaching approaches, student contributions should be explicitly taken into account as part of classroom interactions in science. Learner-centred approaches provide the rationale for improved interaction, especially when student contributions should be considered within teacher-orchestrated communications. The aim of this study is to bring forth indicators that are connected to different forms of interactions and complement the dialogic-authoritative categorization through in-depth analysis of two lesson transcript examples. Even though over-authoritative and even transmission modes of communication seemed to prevail in South African classrooms, it is through finding building blocks for dialogicity this status can be challenged towards more learner-centred interaction. The explicitness of dialogicity and fundamentally contrasting differences between examples of dialogic and authoritative approaches are presented through the in-depth analysis of classroom interactions of two case episodes. Implications for teaching and teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01