Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative Approach and Pedagogic Purposes

Autor/in	McMahon, Kendra
Titel	Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative Approach and Pedagogic Purposes
Quelle	In: International Journal of Science Education, 34 (2012) 11, S.1687-1708 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.702360
Schlagwörter	Foreign Countries; Case Studies; Elementary School Science; Science Instruction; Classroom Communication; Teaching Methods; Video Technology; Elementary School Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Großbritannien
Abstract	By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in video-stimulated-reflective dialogue to capture participants' reflections upon their own pedagogic purposes and interactions in the classroom. The analytic framework was developed at three levels: sequence of lessons, lesson, and episode. For each episode, the "communicative approach" and teaching purposes were recorded. Transcripts were developed for fine grain analysis of selected episodes and a quantitative analysis was undertaken of the use of communicative approaches. Findings exemplify how different communicative approaches were used by the case-study teachers for different pedagogical purposes at different points in the sequence of lessons, contributing to primary teachers' repertoire for planning and practice. The initial elicitation of children's ideas can be understood as pooling them to enhance multivoicedness and develop a shared resource for future dialogues. Whole-class talk can support univocality by rehearsing procedural knowledge and exploring the meanings of scientific terminology. Identifying salient features of phenomena in the context of the whole-class marks them as significant as shared knowledge but valuing other observations extends the multivoicedness of the discourse. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10