525
Views
14
CrossRef citations to date
0
Altmetric
RESEARCH REPORT

Discursive Roles of the Teacher during Class Sessions for Students Presenting their Science Investigations

Pages 1825-1851 | Published online: 09 Feb 2011

References

  • Burbules , N. C. and Bruce , B. C. 2001 . “ Theory and research on teaching as dialogue ” . In Handbook of research on teaching , 4th ed. , Edited by: Richardson , V. 1102 – 1121 . Washington , DC : American Educational Research Association .
  • Cazden , C. B. 1988 . Classroom discourse: The language of teaching and learning , Portsmouth , NH : Heinemann .
  • Cobb , P. , Perlwitz , M. and Underwood‐Greg , D. 1998 . “ Individual construction, mathematical acculturation, and the classroom community ” . In Constructivism and education , Edited by: Larochelle , M. , Bednarz , N. and Garrison , J. 63 – 80 . New York : Cambridge University Press .
  • Cochran‐Smith , M. and Lytle , S. L. 1993 . Inside/outside: Teacher research and knowledge , New York : Teachers College Press .
  • Driver , R. 1989 . “ The construction of scientific knowledge in school classrooms ” . In Doing science: Images of science in science education , Edited by: Millar , R. 83 – 106 . Philadelphia : The Falmer Press .
  • Driver , R. , Asoko , H. , Leach , J. , Mortimer , E. and Scott , P. 1994 . Constructing scientific knowledge in the classroom . Educational Researcher , 23 (7) : 5 – 12 .
  • Duffy , T. M. and Cunningham , D. J. 1996 . “ Constructivism: Implications for the design and delivery of instruction ” . In Handbook of research for educational communications and technology , Edited by: Jonassen , D. H. 170 – 198 . New York : MacMillan .
  • Edwards , D. and Mercer , N. 1987 . Common knowledge: The development of understanding in the classroom , New York : Methuen .
  • Floden , R. E. 2001 . “ Research on effects of teaching: A continuing model for research on teaching ” . In Handbook of research on teaching , 4th ed. , Edited by: Richardson , V. 3 – 16 . Washington , DC : American Educational Research Association .
  • Gee , J. P. , Michaels , S. and O’Connor , M. C. 1992 . “ Discourse analysis ” . In The handbook of qualitative research in education , Edited by: LeCompte , M. D. , Millroy , W. L. and Preissle , J. 277 – 291 . San Diego , CA : Academic Press .
  • Green , J. L. and Smith , D. 1983 . Teaching and learning: A linguistic perspective . The Elementary School Journal , 83 (4) : 353 – 391 .
  • Hammer , D. 1995 . Student inquiry in a physics class discussion . Cognition and Instruction , 13 (3) : 401 – 430 .
  • Herrenkohl , L. R. , Palincsar , A. S. , DeWater , L. S. and Kawasaki , K. 1999 . Developing scientific communities in classrooms: A sociocognitive approach . The Journal of the Learning Sciences , 8 (3&4) : 451 – 493 .
  • Hertz‐Lazarowitz , R. and Shachar , H. 1990 . “ Teachers’ verbal behavior in cooperative and whole‐class instruction ” . In Cooperative learning: Theory and research , Edited by: Sharan , S. 77 – 94 . New York : Praeger .
  • Hodson , D. and Bencze , L. 1998 . Becoming critical about practical work: Changing views and changing practice through action research . International Journal of Science Education , 20 (6) : 683 – 694 .
  • Hogan , K. , Nastasi , B. K. and Pressley , M. 2000 . Discourse patterns and collaborative scientific reasoning in peer and teacher‐guided discussions . Cognition and Instruction , 17 (4) : 379 – 432 .
  • Kovalainen , M. , Kumpulainen , K. and Vasama , S. 2001 . Orchestrating classroom interaction in a community of inquiry: Modes of teacher participation . Journal of Classroom Interaction , 36 (2) : 17 – 28 .
  • Lemke , J. L. 1990 . Talking science: Language, learning, and values , Norwood , NJ : Ablex .
  • Maybin , J. , Mercer , N. and Stierer , B. 1992 . “Scaffolding” learning in the classroom ” . In Thinking voices: The work of the National Oracy Project , Edited by: Norman , K. 186 – 195 . London , , UK : Hodder & Stoughton .
  • Mehan , H. 1979 . Learning lessons: Social organization in the classroom , Cambridge , MA : Harvard University Press .
  • Mercer , N. 2000 . Words and minds: How we use language to think together , New York : Routledge .
  • Merriam , S. B. 1988 . Case study research in education: A qualitative approach , San Francisco : Jossey‐Bass .
  • Mortimer , E. F. and Machado , A. H. 2000 . Anomalies and conflicts in classroom discourse . Science Education , 84 : 429 – 444 .
  • National Research Council. 1996 . National Science Education Standards , Washington , DC : National Academy Press .
  • Oh , P. S. , Shin , M.‐K. and Yager , R. E. 2004 . Student perceptions of peer assessment in an action research context . The Journal of the Korean Earth Science Society , 25 (3) : 129 – 141 .
  • Oh , P. S. and Yager , R. E. 2004 . Development of constructivist science classrooms and changes in student attitudes toward science learning . Science Education International , 15 (2) : 105 – 113 .
  • Rogoff , B. and Toma , C. 1997 . Shared thinking: Community and institutional variations . Discourse Processes , 23 : 471 – 497 .
  • Roth , K. J. 2002 . “ Talking to understand science ” . In Social constructivist teaching: Affordances and constraints , Edited by: Brophy , J. 197 – 262 . Oxford , , UK : Elsevier Science .
  • Roychoudhury , A. and Roth , W.‐M. 1996 . Interactions in an open‐inquiry physics laboratory . International Journal of Science Education , 18 (4) : 423 – 445 .
  • Savery , J. R. and Duffy , T. M. 1996 . “ Problem based learning: An instructional model and its constructivist framework ” . In Constructivist learning environments: Case studies in instructional design , Edited by: Wilson , B. G. 135 – 148 . Englewood Cliffs , NJ : Educational Technology Publications .
  • Scott , P. 1998 . Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review . Studies in Science Education , 32 : 45 – 80 .
  • Sharan , Y. and Sharan , S. 1989 . Group Investigation expands cooperative learning . Educational Leadership , 47 (4) : 17 – 21 .
  • Sharan , Y. and Sharan , S. 1994 . “ Group Investigation in the cooperative classroom ” . In Handbook of cooperative learning methods , Edited by: Sharan , S. 97 – 114 . Westport , CT : Greenwood Press .
  • Shin , M.‐K. , Yager , R. E. , Oh , P. S. and Lee , M.‐K. 2003 . Changes in science classrooms after experiencing an international professional staff development program . International Journal of Science and Mathematics Education , 1 : 505 – 522 .
  • Shulman , L. S. 1986 . “ Paradigms and research programs in the study of teaching: A contemporary perspective ” . In Handbook of research on teaching , 3rd ed. , Edited by: Wittrock , M. C. 3 – 36 . New York : Macmillan .
  • Tharp , R. G. and Gallimore , R. 1988 . Rousing minds to life: Teaching, learning, and schooling in social context , New York : Cambridge University Press .
  • Tobin , K. 1987 . Forces which shape the implemented curriculum in high school science and mathematics . Teaching and Teacher Education , 3 (4) : 287 – 298 .
  • Tobin , K. and Gallagher , J. J. 1987 . What happens in high school science classrooms? . Journal of Curriculum Studies , 19 (6) : 549 – 560 .
  • van Zee , E. H. and Minstrell , J. 1997 . Reflective discourse: Developing shared understanding in a physics classroom . International Journal of Science Education , 19 (2) : 209 – 228 .
  • Vygotsky , L. S. 1981 . “ The genesis of higher mental functions ” . In The concept of activity in soviet psychology , Edited by: Wertsch , J. V. 144 – 188 . Armonk , NY : M. E. Sharpe .
  • Wells , G. 1995 . Language and the inquiry‐oriented curriculum . Curriculum Inquiry , 25 (3) : 233 – 269 .
  • Wells , G. 1999 . Dialogic inquiry: Toward a sociocultural practice and theory of education , New York : Cambridge University Press .
  • Wertsch , J. V. 1980 . The significance of dialogue in Vygotsky’s account of social, egocentric, and inner speech . Contemporary Educational Psychology , 5 : 150 – 162 .
  • Wertsch , J. V. 1985 . Vygotsky and the social formation of mind , Cambridge , MA : Harvard University Press .
  • Wertsch , J. V. and Stone , G. A. 1985 . “ The concept of internalization in Vygotsky’s account of the genesis of higher functions ” . In Culture, communication, and cognition: Vygotskian perspectives , Edited by: Wertsch , J. V. 162 – 179 . New York : Cambridge Univeristy Press .
  • Wertsch , J. V. and Toma , C. 1995 . “ Discourse and learning in the classroom: A sociocultural approach ” . In Constructivism in education , Edited by: Steffe , L. P. and Gale , J. 159 – 174 . Hillsdale , NJ : Lawrence Erlbaum Associates .
  • Windschitl , M. 2002 . Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers . Review of Educational Research , 72 (2) : 131 – 175 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.