Communication for Inquiry and Access: Teaching Techniques from Discourse Research

Autor/inn/en	Staats, Susan; Duranczyk, Irene; Moore, Randy; Hatch, Jay; Jensen, Murray; Somdahl, Charles
Titel	Communication for Inquiry and Access: Teaching Techniques from Discourse Research
Quelle	In: Science Education Review, 5 (2006) 3, S.71-80 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-6120
Schlagwörter	Inquiry; Access to Education; Teaching Methods; Teaching Models; Active Learning; Classroom Techniques; Communication Strategies; Educational Research; Educational Responsibility; Questioning Techniques; Role Perception; Discourse Communities; Educational Practices; Educational Strategies; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Aktives Lernen; Klassenführung; Kommunikationsstrategie; Bildungsforschung; Pädagogische Forschung; Erziehungsverantwortung; Befragungstechnik; Fragetechnik; Role conception; Rollenverständnis; Bildungspraxis; Lehrstrategie
Abstract	Adopting inquiry-based science and mathematics pedagogies changes traditional classroom communication patterns. Linguistic research in science and mathematics classrooms has identified communication techniques that help teachers manage classroom discussions to increase student interaction and a sense of student responsibility for learning. These communicative techniques strengthen access for underrepresented populations in science and mathematics while enhancing learning for majority population students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01