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    Discourse forms in a classroom transitioning to student-centered science inquiry through co-teaching.


    Rees, Carol and Roth, Wolff-Michael (2019) Discourse forms in a classroom transitioning to student-centered science inquiry through co-teaching. International Journal of Science Education, 41 (5). ISSN 1464-5289

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    Abstract

    Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.

    Item Type: Article
    Keywords: Discourse forms; dialogic discourse; co-teaching; science inquiry; teacher– student interactions;
    Academic Unit: Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
    Item ID: 16762
    Identification Number: https://doi.org/10.1080/09500693.2019.1571649
    Depositing User: Carol Rees
    Date Deposited: 30 Nov 2022 12:19
    Journal or Publication Title: International Journal of Science Education
    Publisher: Taylor and Francis Group
    Refereed: No
    URI:

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