School trips and classroom lessons: An investigation into teacher-student talk in two settings

Journal of Research in Science Teaching

Volumn 47, Issue 4, 2010, Pages 454-473

  DeWitt, Jennifer ^a   Hohenstein, Jill ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

Elementary; Field trips excursions; Informal science; Museum education

Indexed keywords

ELEMENTARY; INFORMAL SCIENCE; OPEN-ENDED QUESTIONS; PRIMARY SCHOOLS; WORK FOCUS;

SCHOOL BUILDINGS; STUDENTS;

TEACHING;

EID: 77950941480     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.20346     Document Type: Article

References (65)

1. Aguiar, O.G., Mortimer, E.F., & Scott, P. (in press) Learning from and responding to students' questions: The authoritative and dialogic tension. Journal of Research in Science Teaching.
2. Alexander, R. (2004). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos UK.
3. Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 365-386.
4. Anderson, D., & Lucas, K.B. (1997). The effectiveness of orienting students to the physical features of a science museum prior to visitation. Research in Science Education, 27(4), 485-495.
5. Applebee, A.N., Langer, J.A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730. (Pubitemid 37424381)
6. Ash, D. (2004). How do families use questions at dioramas?: Implications for exhibit design. Curator, 47(1), 84-100.
7. Bamberger, Y.,&Tal, T. (2006) What do students learn on class visits to natural history museums? Paper presented at the annual meeting of the National Association for Research in Science Teaching. San Francisco, California.
8. Bamberger, Y., & Tal, R. (2008). Multiple outcomes of class visits to natural history museums: The students' view. Journal of Science Education and Technology, 17(3), 274-284.
9. Barnes, D. (1976/1992). From communication to curriculum. Portsmouth, NH: Heinemann.
10. Bell, P., Lewenstein, B., Shouse, A.W., & Feder, M.A. (Eds.). (2009). Learning science in informal environments: People, places, and pursuits. Washington, D.C.: National Academies Press.
11. Borko, H., & Putnam, R.T. (1996). Learning to teach. In: D.C. Berliner & R.L. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Simon & Schuster Macmillan.
12. Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49. (Pubitemid 38497754)
13. Carlsen, W.S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61(2), 157-178.
14. Carlsen,W.S. (1993).Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms. Journal of Research in Science Teaching, 30(5), 471-481.
15. Cazden, C.B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
16. Chi, M., de Leeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
17. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843. (Pubitemid 47234178)
18. Cox-Petersen, A.M., & Pfaffinger, J.A. (1998). Teacher preparation and teacher-student interactions at a discovery center of natural history. Journal of Elementary Science Education, 10(2), 20-35.
19. Csikszentmihalyi, M., & Hermanson, K. (1995). Intrinsic motivation in museums: Why does one want to learn? In: J.H. Falk & L.D. Dierking (Eds.), Public institutions for personal learning (pp. 67-77). Washington, DC: American Association of Museums.
20. DeWitt, J.,&Storksdieck, M. (2008).Ashort reviewof school field trips:Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197.
21. Dillon, J.T. (1989). The practice of questioning. London: Routledge.
22. Fender, J.G., & Crowley, K. (2007). How parent explanation changes what children learn from everyday scientific thinking. Journal of Applied Developmental Psychology, 28, 189-210.
23. Griffin, J. (1998). School-Museum integrated learning experiences in science: A learning journey. Unpublished doctoral dissertation, University of Technology, Sydney.
24. Griffin, J. (2004). Research on students and museums: Looking more closely at the students in school groups. Science Education, 88(Suppl.1), S59-S70. (Pubitemid 39056832)
25. Griffin, J., Meehan, C., &Jay, D. (2003, May). The other side of evaluating student learning in museums: Separating the how from the what. Paper presented at the Museums Australia Conference: Perth.
26. Griffin, J.,&Symington, D. (1997).Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81(6), 763-779. (Pubitemid 127356250)
27. Guskey, T.R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12.
28. Harlen, W. (2006). Teaching, learning and assessing science 5-12. London: Sage Publications.
29. Hohenstein, J., Callanan, M., & Ash, D. (2006). Exploring the links between parent-child questions and children's ideas about science. Paper presented as part of an invited symposium: Science Learning in Everyday Conversations, at the British Psychological Society, Developmental Section Surrey, UK.
30. Jarvis,T.,&Pell, A. (2002). Effect of the Challenger experience on children's attitudes to science. Journal of Research in Science Teaching, 39(10), 979-1000.
31. Jarvis, T.,&Pell, A. (2005). Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of Research in Science Teaching, 42(1), 53-83. (Pubitemid 40146565)
32. King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368. (Pubitemid 24793597)
33. Kisiel, J.F. (2003). Revealing teacher agendas: An examination of teacher motivations and strategies for conducting museum fieldtrips. Unpublished doctoral dissertation. Los Angeles: University of Southern California.
34. Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90(3), 434-452. (Pubitemid 43735027)
35. Leinhardt, G., Crowley, K., & Knudson, K. (Eds.). (2002). Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum.
36. Lemke, J.L. (1990). Talking science: Language, learning, and values. Westport, CT: Ablex Publishing.
37. Loucks-Horsely, S., Hewson, P.W., Love, N.,&Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press, Inc.
38. Mehan, H. (1979). Learning lessons: Social organizations in the classroom. Cambridge, MA: Harvard University Press.
39. Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom. Learning and Instruction, 6(4), 359-377. (Pubitemid 126164791)
40. Mercer, N. (2002). Developing dialogues. In: G. Wells & G. Claxton (Eds.), Learning for life in the 21st century (pp. 141-153). Oxford: Blackwell Publishers.
41. Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377. (Pubitemid 38835119)
42. Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking. London: Routledge.
43. Mortensen, M.F., & Smart, K. (2007). Free-choice worksheets increase students' exposure to curriculum during museum visits. Journal of Research in Science Teaching, 44(9), 1389-1414.
44. Mortimer, E.F., & Scott, P.H. (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press.
45. Myhill, D., & Warren, P. (2005). Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review, 57(1), 55-69.
46. Neilsen, W.S., Nashon, S., & Anderson, D. (2009). Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics program. Journal of Research in Science Teaching, 46(3), 265-288.
47. Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
48. Nystrand, M.,Wu, L.L., Gamoran, A., Zeiser, S.,&Long, D.A. (2003). Questions in time: Structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135-198.
49. Pine, K., & Messer, D. (2000). The effect of explaining another's actions on children's implicit theories of balance. Cognition and Instruction, 18, 35-51.
50. Plummer, J.D. (2009). Early elementary students' development of astronomy concepts in the planetarium. Journal of Research in Science Teaching, 46(2), 192-209.
51. Rennie, L.J. (1994). Measuring affective outcomes from a visit to a science education centre. Research in Science Education, 24, 261-269.
52. Rix, C.,&McSorley, J. (1999).An investigation into the role that school-based interactive science centres may play in the education of primary-aged children. International Journal of Science Education, 21(6), 577-593.
53. Roth,W.-M. (1996). Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709-736.
54. Scott, P.H., Mortimer, E.F., & Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605-631.
55. Skidmore, D. (2006). Pedagogy and dialogue. Cambridge Journal of Education, 36(4), 503-514.
56. Smith, F., Hardman, F., Wall, K., & Mroz, M. (2004). Interactive whole class teaching in the National Literacy and Numeracy Strategies. British Educational Research Journal, 30(3), 395-411.
57. Storksdieck, M., Robbins, D.,&Kreisman, S. (2007). Results from the Quality FieldTrip Study: Assessing theLEAD program in Cleveland, Ohio. Summit Proceedings. Cleveland, OH: University Circle, Inc.
58. Tal, T.,&Morag, O. (2007). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44(5), 747-769.
59. Tunnicliffe, S.D., Lucas, A.M., & Osborne, J. (1997). School visits to zoos and museums: A missed educational opportunity? International Journal of Science Education, 19(9), 1039-1056.
60. van Zee, E.H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159-190.
61. Vygotsky, L.S. (1978). Mind in society. Cambridge, Massachusetts: Harvard University Press.
62. Wellington, J. (1990). Formal and informal learning in science: The role of the interactive science centres. Physics Education, 25, 247-252.
63. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
64. Wells, G., & Arauz, R.M. (2006). Dialogue in the classroom. The Journal of the Learning Sciences, 15(3), 379-428.
65. Yip, D.Y. (2004). Questioning skills for conceptual change in science instruction. Journal of Biological Education, 38(2), 76-83.