Expert Teachers’ Discursive Moves in Science Classroom Interactive Talk

International Journal of Science and Mathematics Education

Volumn 13, Issue 2, 2015, Pages 425-446

  Tytler, Russell ^a   Aranda, George ^a  

^a DEAKIN UNIVERSITY   (Australia)

Author keywords

Dialogic authoritative discourse; Elementary school science classroom practice; Expert teachers of science; Interactive classroom talk; Teacher discursive moves; Teacher response to student input; Video classroom analysis

Indexed keywords

EID: 84939955569     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-015-9617-6     Document Type: Article

References (16)

1. Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge, UK: Dialogos.
2. Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12.
3. Bakhtin, M.M. (1981). The dialogic imagination: Four essays (C. Emerso & M. Holquist., Trans.). Caryl Emerson & Michael Holquist. Austin,TX: University of Texas Press.
4. Barnes, D. & Todd, F. (1977). Communicating and learning in small groups. London, England: Routledge & Kegan Paul.
5. Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.
6. Edwards, D. & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London, England: Methuen.
7. Johnstone, B. (2002). Discourse analysis. Oxford, England: Blackwell.
8. Landis, R. J. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 154–174.
9. Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex Publishing.
10. Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137–168.
11. 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.
12. Mortimer, E. F. & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
13. Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328, 463–466.
14. Scott, P. (1998). Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review. Studies In Science Education, 32, 45–80.
15. Sinclair, J. & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford, England: Oxford University Press.
16. Vygotsky, L. (1981). Thought and language (Rev. ed). A. Kozulin(Ed.). Cambridge, MA: MIT Press.