Engaging elementary students in learning science: An analysis of classroom dialogue

Watters, James J. & Diezmann, Carmel M. (2016) Engaging elementary students in learning science: An analysis of classroom dialogue. Instructional Science, 44(1), pp. 25-44.

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Research over a long period of time has continued to demonstrate problems in the teaching of science in school. In addition, declining levels of participation and interest in science and related fields have been reported from many particularly western countries. Among the strategies suggested is the recruitment of professional scientists and technologists either at the graduate level or advanced career level to change career and teach. In this study, we analysed how one beginning middle primary teacher engaged with students to support their science learning by establishing rich classroom discussions. We followed his evolving teaching expertise over three years focussing on his communicative practices informed by socio-cultural theory. His practices exemplified a non-interactive dialogical communicative approach where ideas were readily discussed but were concentrated on the class acquiring acceptable scientific understandings. His focus on the language of science was a significant aspect of his practice and one that emerged from his professional background. The study affirms the theoretical frameworks proposed by Mortimer and Scott (2003) highlighting how dialogue contributes to heightened student interest in science.

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ID Code: 89488
Item Type: Journal Article
Refereed: Yes
Keywords: Beginning teachers, Elementary Education, communicative practices, Language in Science, STEM education, Classroom discourse, dialogical interactions
DOI: 10.1007/s11251-015-9364-7
ISSN: 0020-4277
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Springer
Copyright Statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s11251-015-9364-7
Deposited On: 27 Oct 2015 02:47
Last Modified: 05 Mar 2017 15:09

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