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Peer reviewed Peer reviewed
ERIC Number: EJ520640
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Interpreting Students' and Teachers' Discourse in Science Classes: An Underestimated Problem?
Klaassen, C. W. J. M.; Lijnse, P. L.
Journal of Research in Science Teaching, v33 n2 p115-34 Feb 1996
Deals with the problem of the proper interpretation of discourse between students and teachers in classrooms. Presents several interpretations of a concrete classroom protocol in terms of misconceptions. Draws on Davidson's principle of charity and distinguishes between belief and meaning to present an analysis that interprets the discourse correctly. Discusses implications for science teaching. Contains 33 references. (Author/JRH)
Descriptors: Classroom Communication, Discourse Analysis, Elementary Secondary Education, Foreign Countries, Misconceptions, Teacher Student Relationship
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Alternative Conceptions; Netherlands