Discourse patterns and communicative approaches for teaching nature of science

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dc.authorid0000-0003-3294-4666en_US
dc.authorid0000-0003-4044-9243en_US
dc.authorid0000-0003-2162-8289en_US
dc.authorid0000-0003-2225-0812
dc.contributor.authorKaya, Gökhan
dc.contributor.authorŞardağ, Metin
dc.contributor.authorÇakmakcı, Gültekin
dc.contributor.authorDoğan, Nihal
dc.contributor.authorİrez, Serhat
dc.date.accessioned2021-06-23T19:44:30Z
dc.date.available2021-06-23T19:44:30Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.description.abstractThis 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.en_US
dc.identifier.doi10.15390/EB.2016.4852
dc.identifier.endpage99en_US
dc.identifier.issn1300-1337
dc.identifier.issue185en_US
dc.identifier.scopus2-s2.0-84974724315en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage83en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2016.4852
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8995
dc.identifier.volume41en_US
dc.identifier.wosWOS:000377907000006en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectNature of Scienceen_US
dc.subjectScience Educationen_US
dc.subjectDiscourse Analysisen_US
dc.subjectDiscourse Patternsen_US
dc.subjectCommunicative Approachesen_US
dc.titleDiscourse patterns and communicative approaches for teaching nature of scienceen_US
dc.typeArticleen_US

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