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Characteristics of classroom discourse in physics lessons
Research in Science & Technological Education ( IF 1.697 ) Pub Date : 2020-06-16 , DOI: 10.1080/02635143.2020.1781076
Ester Aflalo 1 , Ayala Raviv 1
Affiliation  

ABSTRACT

Background

Discourse is the teacher’s principal pedagogical tool in class. Studies stress the importance of research on discourse in science education and demonstrate its cruciality for understanding science.

Purpose

The purpose of this study was to investigate characteristics of the classroom discourse in lessons on physics.

Sample

Classroom discourse was studied in five classes at five high schools in Israel, 110 students in all. Altogether, seventeen lessons comprising 373 discourse episodes and 1,892 questions were analyzed.

Design and Methods

The discursive characteristics examined were patterns of discourse episodes and their frequency in each lesson, the initiator of discourse (teacher or student), and the types, frequency, and initiators of questions asked.

Results

The findings show that despite variance in teachers’ and students’ traits, all lessons were similar in various parameters of discourse. Most classroom discourse was dynamic and continual; many questions were asked and were of diverse types that induced large numbers of discourse episodes. The lessons differed mainly in the number of teacher-initiated higher-order thinking questions and the number of open discourse episodes – elements indicative of dialogic teaching. However, even among teachers who asked more high-order questions and initiated open discourse with higher frequency, the discourse episodes were brief and rarely led to meaningful discussions and deep thinking.

Conclusions

Investing more in dialogic discourse may be useful in building knowledge and effective learning of abstract ideas in a challenging subject such as physics.



中文翻译:

物理课课堂话语的特点

摘要

背景

话语是教师在课堂上的主要教学工具。研究强调了科学教育中话语研究的重要性,并证明了它对于理解科学的重要性。

目的

本研究的目的是调查物理课课堂话语的特点。

样本

课堂话语在以色列五所高中的五个班级进行了研究,共有 110 名学生。总共分析了 17 节课,包括 373 个话语片段和 1,892 个问题。

设计和方法

检查的话语特征是话语情节的模式及其在每节课中的频率,话语的发起者(教师或学生),以及所问问题的类型、频率和发起者。

结果

研究结果表明,尽管教师和学生的特征存在差异,但所有课程在各种话语参数上都是相似的。大多数课堂讨论是动态的和持续的;提出了许多问题,而且问题类型多样,引发了大量的话语事件。课程的不同主要在于教师发起的高阶思维问题的数量和公开话语情节的数量——这些元素表明了对话式教学。然而,即使是在提出更多高阶问题并以更高频率发起公开话语的教师中,话语情节也很短暂,很少能引发有意义的讨论和深入思考。

结论

对对话式话语进行更多投资可能有助于在物理学等具有挑战性的学科中建立知识和有效学习抽象概念。

更新日期:2020-06-16
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