Classroom Communication of Science. Final Report.

Autor/in	Lemke, J. L.
Institution	City Univ. of New York, Brooklyn, NY. Brooklyn Coll.
Titel	Classroom Communication of Science. Final Report.
Quelle	(1982), (448 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Classroom Observation Techniques; College Science; Discourse Analysis; Higher Education; Nonverbal Communication; Questioning Techniques; Science Education; Science Instruction; Secondary Education; Secondary School Science; Student Behavior; Student Teacher Relationship; Teacher Behavior; Teaching Methods + Suchen Sie Ihr Suchwort? Klassengespräch; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-verbal communication; Nonverbale Kommunikation; Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This project analyzed the regular patterns of social interaction in science classrooms and the verbal and non-verbal strategies by which the science content of lessons is communicated. Based on observation and recording of 60 lessons by 20 teachers in 3 schools and a university, the project identified: (1) the principal science classroom situation types and the rules of behavior by teachers and students in each of them; (2) principal strategies by which the system of scientific meanings being taught is expressed in the classroom dialogue; (3) the rules observed by teacher and students concerning what is a "proper" way to talk science; and (4) the relations between teachers' observing or breaking those rules and the likelihood of students showing attentiveness to the lesson. Results indicate that: (1) students are three to four times as likely to be especially attentive when rules are broken by the teacher as when they are being followed; (2) most of the time the scientific meanings being taught are expressed implicitly, not explicitly in the classroom dialogue; and (3) social beliefs about science and learning artificially limit classroom dialogue in ways which make it more difficult for most students to learn science. (Author/JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC