Role of Teacher-Initiated Discourses in Students’ Development of Representational Fluency in Chemistry: A Case Study
Role of Teacher-Initiated Discourses in Students’ Development of Representational Fluency in Chemistry: A Case Study
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教师发起的话语在学生化学表征流畅性发展中的作用：案例研究
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
James M. Nyachwaya
中科院分区：
文献类型：
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作者：
Abdi;G. Roehrig;J. Schneider;James M. Nyachwaya
合作学习和基于探究的教学法往往为科学教师提供了一种新的范式，在这种范式中，他们作为专家内容提供者的传统角色转变为促进和指导。以往的研究主要集中在化学课程材料的结构及其对学生成绩的影响。教师在与学生小组对话或领导全班讨论时的行为本质，在很大程度上还没有被探索。本研究旨在探讨教师引导语篇在发展学生对水中溶解离子化合物的表征流利性方面的作用。教师话语主要有两种类型：独白式话语和对话式话语。我们描述了这些话语的性质及其对学生理解溶解过程的影响。我们特别描述了某些教师的举动，被发现比别人更有帮助时，促进学生的repres…
Cooperative learning and inquiry-based pedagogies often present a new paradigm for science teachers in which their traditional role as expert content givers shifts to one of facilitation and coaching. Previous research on these pedagogies in chemistry mainly focused on the structure of the curriculum materials used with these pedagogies and their impact on student achievement. What remains largely unexplored is the nature of teacher’s moves when dialoging with student groups or leading whole class discussions. This study examined the role of teacher-initiated discourses in developing students’ representational fluency with respect to the topic of dissolved ionic compounds in water. Two kinds of teacher-initiated discourse were observed: monologic and dialogic discourse. We describe the nature of these discourses and their impact on student understanding of dissolution processes. We particularly describe certain teacher moves that were found to be more helpful than others when facilitating students’ repres...