ERIC Number: ED222346
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Classroom Communication of Science. Final Report.
Lemke, J. L.
This project analyzed the regular patterns of social interaction in science classrooms and the verbal and non-verbal strategies by which the science content of lessons is communicated. Based on observation and recording of 60 lessons by 20 teachers in 3 schools and a university, the project identified: (1) the principal science classroom situation types and the rules of behavior by teachers and students in each of them; (2) principal strategies by which the system of scientific meanings being taught is expressed in the classroom dialogue; (3) the rules observed by teacher and students concerning what is a "proper" way to talk science; and (4) the relations between teachers' observing or breaking those rules and the likelihood of students showing attentiveness to the lesson. Results indicate that: (1) students are three to four times as likely to be especially attentive when rules are broken by the teacher as when they are being followed; (2) most of the time the scientific meanings being taught are expressed implicitly, not explicitly in the classroom dialogue; and (3) social beliefs about science and learning artificially limit classroom dialogue in ways which make it more difficult for most students to learn science. (Author/JN)
Descriptors: Classroom Communication, Classroom Observation Techniques, College Science, Discourse Analysis, Higher Education, Nonverbal Communication, Questioning Techniques, Science Education, Science Instruction, Secondary Education, Secondary School Science, Student Behavior, Student Teacher Relationship, Teacher Behavior, Teaching Methods, Verbal Communication
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: City Univ. of New York, Brooklyn, NY. Brooklyn Coll.
Identifiers: National Science Foundation; Science Education Research