Discourse patterns and communicative approaches for teaching nature of science

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Küçük Resim

Tarih

2016

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Turkish Education Assoc

Erişim Hakkı

info:eu-repo/semantics/openAccess

Özet

This study aims to determine discourse patterns and communicative approaches utilised for teaching the nature of science (NOS) using an explicit-reflective approach. This study was conducted as part of a research project aiming to support teachers' classroom practices through a long-term professional development program focusing on teaching NOS. Discourse analysis was used to determine classroom discourse patterns and communicative approaches. Audio and video recordings of classroom lectures conducted by 8 of the 22 teachers participating in the project were used for analysis. A total of 505 minutes of teacher-student dialogue was recorded and subsequently analysed. The results indicated that teachers used three different discourse patterns (triadic, chain, and adjacency pair) and three different communicative approaches (interactive-dialogic, interactive-authoritative, and non-interactive-dialogic) for teaching NOS using the explicit-reflective approach. The most common discourse pattern was the triadic pattern (initiation-response-evaluation), and the interactive-authoritative approach was the most common communicative approach. These findings contribute to the literature in terms of increasing the efficiency of using the explicit-reflective approach by considering classroom discourse to teach students NOS.

Açıklama

Anahtar Kelimeler

Nature of Science, Science Education, Discourse Analysis, Discourse Patterns, Communicative Approaches

Kaynak

Egitim Ve Bilim-Education And Science

WoS Q Değeri

Q4

Scopus Q Değeri

Q3

Cilt

41

Sayı

185

Künye