Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of student participation encouraging moves employed in lessons on basic genetics concepts and the related quality of instructional strategies employed by a university lecturer during a semester course on genetics. A key feature of the course was the lecturer's use of students’ prior knowledge including alternative conceptions from a diagnostic assessment to facilitate the learning of pertinent genetics terminologies. Through a qualitative approach, we combine two recently published frameworks—the Analysing Teacher Moves (ATM) and the Elaboration frameworks—to analyse teacher talk from transcribed videoed lectures and explore the likely influence on student participation. The findings reveal two dominant student participation stimulating talk-related instructional strategies that seemed to elicit diverse and deeper responses from the students. These include higher-order initiating and rejoinder moves, supplemented by other moves, through which the lecturer provided students with factual information, often in a manner that enabled knowledge synthesis. The intentional use of open-ended questions, explanations and representations and probing students for further contributions signal deliberate pedagogic intentions to promote student interaction while navigating observed language proficiency challenges. The combined analysis framework is recommended for use in future studies on instructional practices which aim to promote fruitful classroom interaction.

中文翻译：

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在教师教育教室的基础遗传学概念课程中调查教师的演讲动作

近期的科学教育改革突显了南非学校课程政策中以学生为中心的教学方法的必要性。理科教师必须摆脱以教师为中心的传统做法，这些做法将学生视为知识的被动接受者。在本研究中，我们检查课堂演讲中学生参与类型的类型，这些类型鼓励在基础遗传学概念课程中采用的动作以及大学讲师在遗传学学期课程中采用的相关教学策略的质量。该课程的主要特点是讲师利用学生的先验知识，包括诊断评估中的替代概念，以促进学习相关的遗传学术语。通过定性的方法，我们结合了两个最近发布的框架-分析教师动向（ATM）和详细阐述框架-来分析转录的视频讲座中的教师讲话，并探讨对学生参与的可能影响。调查结果揭示了两种主要的学生参与方式，它们激发了与谈话相关的教学策略，这些策略似乎引起了学生的不同且更深刻的反应。这些包括高阶发起和重新加入动作，再加上其他动作，讲师通常通过这些动作以能够知识综合的方式向学生提供事实信息。有意使用开放式问题，解释和表述，并探究学生的进一步贡献，这标志着故意的教学意图，以促进学生与人的互动，同时应对观察到的语言能力挑战。建议在未来的教学实践研究中使用组合分析框架，以促进富有成效的课堂互动。