Literaturnachweis - Detailanzeige
Autor/inn/en | Schiller, Ellen; Joseph, Jann |
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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 |
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 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 |