Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms

Autor/inn/en	Campbell, Todd; Oh, Phil Seok; Neilson, Drew
Titel	Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms
Quelle	In: International Journal of Science Education, 34 (2012) 15, S.2393-2419 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.704552
Schlagwörter	Discourse Analysis; Science Teachers; High School Students; Classroom Communication; Physics; Science Education; Video Technology; Science Instruction; Discourse Modes; Teacher Role; Inquiry; Models; Teaching Methods; Federal Aid; Qualitative Research + Suchen Sie Ihr Suchwort? Diskursanalyse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassengespräch; Physik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Diskursethik; Lehrerrolle; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung
Abstract	This research investigated the emergent discursive modes and their pedagogical functions found in model-based inquiry (MBI) science classrooms. A sample of four high school physics classrooms was video-recorded and analysed using a newly established discourse mode analysis framework. Qualitative methods were employed to identify the most salient types and sequences of discursive modes and to interpret their pedagogical functions in the context of MBI. Results indicated that exploring was one of the most frequently used discursive modes in the MBI classrooms. Sometimes two different types of exploring discourse were connected sequentially so that the pattern of "exploring" ("scientific phenomena")--"exploring" ("student ideas") appeared. The discursive sequences of "exploring"--"retrieving" and "exploring"--"negotiating" also emerged whereby the teacher guided students to align their models with the canonical knowledge of science. The teacher also helped students in modelling using "elaborating" and "reformulating" discourse modes as well as "metadiscourse." Although the MBI classes were implemented in a manner similar to teacher-guided inquiry, it was also observed that students participated actively in several discursive practices. Implications for model- or modelling-based science instruction and science education research were discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10