A Framework for Facilitating Equitable Discourse in Science Classrooms

Autor/inn/en	Schiller, Ellen; Joseph, Jann
Titel	A Framework for Facilitating Equitable Discourse in Science Classrooms
Quelle	In: Science Scope, 33 (2010) 6, S.56-60 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-2376
Schlagwörter	Ownership; Classrooms; Geometry; Models; Inquiry; Interaction; Science Instruction; Teaching Methods; Teaching Models; Equal Education; Middle School Students; Middle School Teachers + Suchen Sie Ihr Suchwort? Eigentum; Classroom; Klassenraum; Geometrie; Analogiemodell; Interaktion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	In traditional classroom discourse, the teacher controls the discussion, asking most of the questions and calling on students to respond. This model does not work well for the inquiry-based classroom, which depends on engagement, peer interaction, and student ownership of learning. In this article, the authors present an alternative framework for classroom discourse--the tetrahedron, which consists of four equilateral triangles. This framework suggests that the teacher and students are working together for a common purpose of shared learning. Practical suggestions for putting the tetrahedron model into practice in your classroom are included. (Contains 2 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10