Relationships between Teacher Discursive Moves and Middle School Students' Cognitive Contributions to Science Concepts

Autor/inn/en	Soysal, Yilmaz; Yilmaz-Tuzun, Ozgul
Titel	Relationships between Teacher Discursive Moves and Middle School Students' Cognitive Contributions to Science Concepts
Quelle	In: Research in Science Education, 51 (2021), S.325-367 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09881-1
Schlagwörter	Middle School Teachers; Video Technology; Science Instruction; Classroom Environment; Discourse Analysis; Classroom Communication; Grade 7; Physics; Chemistry; Scientific Concepts; Correlation; Middle School Students; Teacher Student Relationship; Science Teachers; Schemata (Cognition); Inquiry; Active Learning; Persuasive Discourse; Cues; Faculty Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenklima; Unterrichtsklima; Diskursanalyse; Klassengespräch; School year 07; 7. Schuljahr; Schuljahr 07; Physik; Chemie; Korrelation; Student; Students; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Science; Science teacher; Wissenschaft; Cognition; Schema; Kognition; Aktives Lernen; Persuasion; Persuasive Kommunikation; Stichwort
Abstract	This study investigated science classroom discourse in terms of the types of teacher discursive moves (TDMs) and the relationships between the types of TDMs and student-led cognitive contributions in different science concepts by considering the classroom context. An experienced seventh-grade science teacher and her 19 students were engaged in argument-based inquiry activities focusing on physics and chemistry concepts. The analysis revealed that even though the teacher used a variety of TDMs, the following four enacted TDMs were prominent: knowledge providing-evaluating, communicating, monitoring, and evaluating-judging-critiquing. There were implicit relationships between the knowledge providing-evaluating, communicating, monitoring, and evaluating-judging-critiquing moves and the students' cognitive contributions in different science concepts. For further analysis, several video cases were selected for scrutinizing these episodes, and it was found that evaluating-judging-critiquing teacher moves interacted with classroom culture more than the other two commonly used TDMs by using comparison prompt (simple comparison), evaluation prompt (teacher-led evaluation), and resolution prompt (student-student judgements). It was observed that when the teacher increased the number of resolution prompts, the students reached greater cognitive contributions during the negotiation of physics phenomena. Recommendations were presented for the science teachers' professional development in the sense of discourse-cognition relations. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01