Classroom_Interaction_in_Science_Teacher_questioning_and_feedback_to_students’_responses

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1、InternationalJournalofScienceEducationVol.28,No.11,15September2006,pp.1315–1346RESEARCHREPORTClassroomInteractioninScience:Teacherquestioningandfeedbacktostudents’responsesChristineChin*NanyangTechnologicalUniversity,SingaporeTaylorandFrancisLtdTSED_A_162091.sgm10.108

2、0/09500690600621100InternationalJournalofScienceEducation0950-0693(print)/1464-5289(online)OriginalArticle2006Taylor&Francis0000000002006ChristineChinhlcchin@nie.edu.sgThepurposeofthisstudywasto(a)developananalyticalframeworkthatrepresentsclassroomtalkandquestioningin

3、science,(b)findouthowteachersusequestioningtoengagetheirstudentsinthinkingaboutconceptualcontentthatenablestheconstructionofknowledge,and(c)identifythevariousformsoffeedbackprovidedbyteachersinthefollow-upmoveoftheinitiation–response–follow-upformatofteachingexchange.

4、SeverallessonsfromYear7classeswereobservedacrossavarietyoflessonstructuressuchasexpositoryteaching,whole-classdiscussions,laboratorydemonstration,andhands-onpracticalwork.Thelessonswereaudiotapedandvideo-taped.Transcriptsofthelessonsweremadeandanalysed,withparticulara

5、ttentionpaidtointerac-tionsthatinvolvedquestions.Usingthe“Questioning-basedDiscourse”analyticalframeworkdevelopedinthisstudy,fourdifferenttypesoffeedbackwereidentified.Interactionalissuesrelatedtowaysofspeakingandquestioningthatencouragestudentresponsesandthinkingarea

6、ddressed.Thisinformationprovidesadescriptionofwhatconstituteseffectivediscourseinscienceteachingandlearning,andwillalsobeusefulforbothteachersandteacher-educatorsinidentifyinganappropriaterepertoireofskillsforsubsequentteachereducationandprofessionaldevelopment.Introd

7、uctionWhenstudentslearnscienceinaclassroomsetting,aprimarysourceofinformationinputcomesfromteachertalkandteacher–studentinteractions,astheprocessesandtransactionsinvolvedintheconstructionofmeaningsaremediatedthroughlanguage.Giventheimportantroleofverbaldiscourseinmean

8、ing-makingbystudentsanditssignificanceforteachingandlearning,classroomdiscourseandinteractionhasbeenthesubjectofinterestofse