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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ473465
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
Identifying Teacher-Child Interaction Which Scaffolds Scientific Thinking in Young Children.
Fleer, M.
Science Education, v76 n4 p373-97 Jul 1992
Investigated primary school children's scientific understanding and the conceptual change that occurs when using an interactive approach to teaching science. Discourse analysis of classroom conversations indicated three different types of teacher-child and child-child interactions. (Contains 53 references.) (MDH)
Descriptors: Classroom Communication, Cognitive Development, Concept Formation, Constructivism (Learning), Discussion (Teaching Technique), Knowledge Level, Primary Education, Scaffolding (Teaching Technique), Science Education, Science Instruction, Teacher Student Relationship, Thinking Skills, Verbal Communication
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Conceptual Change; Discourse