Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit

Autor/inn/en	Aranda, Maurina L.; Lie, Richard; Selcen Guzey, S.; Makarsu, Murat; Johnston, Amanda; Moore, Tamara J.
Titel	Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit
Quelle	In: Research in Science Education, 50 (2020) 2, S.469-487 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9697-8
Schlagwörter	Classroom Communication; Middle School Teachers; Science Curriculum; Genetics; Engineering; Differences; Student Participation; Middle School Students; Discussion (Teaching Technique); Science Instruction; Curriculum Implementation + Suchen Sie Ihr Suchwort? Klassengespräch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Humangenetik; Maschinenbau; Unterscheiden; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Recent science education reforms highlight the importance for teachers to implement effective instructional practices that promote student learning of science and engineering content and their practices. Effective classroom discussion has been shown to support the learning of science, but work is needed to examine teachers' enactment of engineering design-based science curricula by focusing on the content, complexity, structure, and orchestration of classroom discussions. In the present study, we explored teacher-student talk with respect to science in a middle school curriculum focused on genetics and genetic engineering. Our study was guided by the following major research question: What are the similarities and differences in teacher talk moves that occurred within an engineering design-based science unit enacted by two teachers? Through qualitative and quantitative approaches, we found that there were clear differences in two teachers' use of questioning strategies and presentation of new knowledge that affected the level of student involvement in classroom discourse and the richness and details of student contributions to the conversations. We also found that the verbal explanations of science content differed between two teachers. Collectively, the findings in this study demonstrate that although the teachers worked together to design an engineering designed-based science curriculum unit, their use of different discussion strategies and patterns, and interactions with students differed to affect classroom discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01