Teachers' Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching

Autor/inn/en	Bossér, Ulrika; Lindahl, Mats
Titel	Teachers' Coordination of Dialogic and Authoritative Discourses Promoting Specific Goals in Socioscientific Issue-Based Teaching
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 3, S.461-482 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bossér, Ulrika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10061-1
Schlagwörter	Science Instruction; Discussion (Teaching Technique); Science and Society; Secondary School Science; Secondary School Teachers; Teacher Student Relationship; Interaction; Dialogs (Language); Student Educational Objectives + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Dialog; Dialogs; Dialogue; Dialogues
Abstract	The integration of socioscientific issues (SSI) into science teaching requires that teachers manage classroom discussions in which various perspectives are considered and students' contributions are recognized. The present study aimed to provide knowledge of how classroom discussions on SSI can be structured and implemented to pursue specific teaching purposes. In this study, two secondary science teachers' employment of communicative approaches during four discussions on SSI was analysed. In the studied context, "communicative approaches" can be described as involving various or only a single perspective on SSI and as being either interactive or non-interactive. The results elucidate how teachers can make purposeful use of different communicative approaches to facilitate students' decision-making while promoting complexity in their reasoning. The results also show how teachers can promote "cumulativity," in terms of their recognition of students' contributions to discussions. It is proposed that teachers can use the concept of communicative approaches as an analytical tool to reflect on and develop aspects of teaching practice in relation to the goals that they wish to achieve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01