Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Autor/inn/en	Buty, Christian; Mortimer, Eduardo F.
Titel	Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics
Quelle	In: International Journal of Science Education, 30 (2008) 12, S.1635-1660 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Foreign Countries; Qualitative Research; Case Studies; Models; High School Students; Grade 11; Science Instruction; Optics; Teacher Student Relationship; Observation; Class Activities; Dialogs (Language); France + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Optik; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Dialog; Dialogs; Dialogue; Dialogues; Frankreich
Abstract	In this paper we aim to establish a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making. (Contains 4 figures, 5 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10