555
Views
2
CrossRef citations to date
0
Altmetric
Research Article

Talking to learn science: examining the role of teacher talk moves around visual representations to learn science

ORCID Icon, ORCID Icon & ORCID Icon
Pages 19-33 | Received 17 Jun 2019, Accepted 06 Feb 2020, Published online: 10 Aug 2020

References

  • Anderson, N. C., Chapin, S. H., & O’Connor, C. (2009). Classroom discussions: Using math talk to help students learn, Grades 1-6. Math Solutions Publication.
  • Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315–1346. https://doi.org/10.1080/09500690600621100
  • Curriculum Planning and Development Division. (2013a). Science syllabus lower and upper secondary: Normal (academic) course. Ministry of Education.
  • Curriculum Planning and Development Division. (2013b). Science syllabus lower and upper secondary: Normal (technical) course. Ministry of Education.
  • Curriculum Planning and Development Division. (2013c). Science syllabus: Primary. Ministry of Education.
  • Dawes, L., Dore, B., Loxley, P., & Nicholls, L. (2010). A talk focus for promoting enjoyment and developing understanding in science. English Teaching: Practice and Critique, 9(2), 99–110. https://eric.ed.gov/?q=English+Teaching%3a+Practice+and+Critique+Dawes%2c&id=EJ912619
  • Lemke, J. (1990). Talking science: Language, learning, and values. Ablex Publishing.
  • Lemke, J. (2001). Foreward. In J. Wellington & J. Osborne (Eds.), Language and literacy in science education, (pp. iv-v). Open University Press.
  • Mammino, L. (2008). Teaching chemistry with and without external representations in professional environments with limited resources. In J. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 155–185). Springer Science+Business Media B.V.
  • Mehan, H. (1979). Learning lessons: Social organization in the classroom. Havard University Press.
  • Mercer, N., Dawes, L., & Staarman, J. K. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23(4), 353–369. https://doi.org/10.1080/09500780902954273
  • Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359–378. https://doi.org/10.1080/01411920410001689689
  • Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussions. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 333–347). American Educational Research Association.
  • Michalchik, V., Rosenquist, A., Kozma, R., Kreikemeier, P., & Schank, P. (2008). Representational resources for constructing shared understandings in the high school chemistry classroom. In J. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 233–283). New York: Springer Science+Business Media B.V.
  • Mortimer, E. F., & Scott, P. H. (2003). Meaning making in science classrooms. Open University Press.
  • Norris, S. (2004). Analyzing multimodal interaction. Routledge.
  • Prain, V., Tytler, R., & Peterson, S. (2009). Multiple representation in learning about evaporation. International Journal of Science Education, 31(6), 787–808. https://doi.org/10.1080/09500690701824249
  • Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multi‐modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843–1866. https://doi.org/10.1080/09500690600718294
  • Roth, W.-M. (1996). Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709–736. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<709::AID-TEA2>3.0.CO;2-R
  • Scott, P. H., Mortimer, E. F., & Aguiar, O. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605–631. https://doi.org/10.1002/sce.20131
  • Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford University Press.
  • Tang, K. S., Delgado, C., & Moje, E. B. (2014). An integrative framework for the analysis of multiple and multimodal representations for meaning making in science education. Research in Science Education, 98(2), 305–326. http://hdl.handle.net/2027.42/106155
  • TERC. (2012). Checklist: Goals for productive discussions and nine talk moves. The Inquiry Project: Bridging Research & Practice. https://inquiryproject.terc.edu/shared/pd/Goals_and_Moves.pdf
  • Tytler, R., & Aranda, G. (2015). Expert teachers’ discursive moves in science classroom interactive talk. International Journal of Science & Mathematics Education, 13(2), 425–446. https://doi.org/10.1007/s10763-015-9617-6
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
  • Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Open University Press.
  • Wells, G. (1999). Putting a tool to different uses: A reevaluation of the IRF sequence. In G. Wells (Ed.), Dialogic inquiry: Towards a sociocultural practice and theory of education (pp. 167–208). Cambridge University Press.

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.