An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students

Autor/inn/en	Hsu, Pei-Ling; Roth, Wolff-Michael
Titel	An Analysis of Teacher Discourse that Introduces Real Science Activities to High School Students
Quelle	In: Research in Science Education, 39 (2009) 4, S.553-574 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-008-9094-9
Schlagwörter	Science Activities; Student Interests; Discourse Analysis; Biology; Science Instruction; High School Students; Hands on Science; Secondary School Science; Teaching Methods; Student Motivation; Ethnography; Career Development; Observation; Interviews; Grade 11; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Studieninteresse; Diskursanalyse; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Ethnografie; Berufsentwicklung; Beobachtung; Interviewing; Interviewtechnik; School year 11; 11. Schuljahr; Schuljahr 11; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students' interests in participating in opportunities to do real science? What are the discursive "resources" they draw on to introduce authentic science to students? The purpose of this ethnographic and discourse-analytic study is to investigate the ways in which the activities of scientists are discursively presented to high school students in a biology/career preparation course. Data sources were collected by means of observation, field notes, interviews, and videotaped lessons in an eleventh-grade biology/career preparation course. Drawing on discourse analysis, we investigate the discursive resources--or, more specifically and technically, the "interpretative repertoires"--teachers used to explain and promote opportunities to engage students in real science activities. Our analysis identifies and characterizes six types of interpretative repertoires: specialized, a-stereotypical, relevant, empirical, emotive, and rare-opportunity. To better understand the "big picture" of how these discursive resources are drawn on in the classroom, we also report on the frequencies of the repertoires in the discourse and the ways in which repertoires changed in the course of teacher-student interactions. The findings of this case study offer teachers and researchers a better understanding of how specific forms of discourse--i.e., the repertoires--can serve as resources to enhance teacher-introduction of authentic science to students and provide students a bridge between school and authentic science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10