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ERIC Number: ED110271
Record Type: RIE
Publication Date: 1971
Pages: 177
Abstractor: N/A
Reference Count: N/A
An Analysis of Teachers' Verbal Explanation of Problems in High School Physics.
Oguntonade, Christopher Babafemi
This study was undertaken primarily to identify various approaches used by physics teachers with special note made in terms of the inquiry approach in teaching. It was carried out in fifteen micro-teaching exercises, each involving one teacher and five high school students randomly chosen from the teacher's physics class. All verbal utterances were taped and transcribed verbatim. A modification of Suchman's model for the analysis of inquiry was developed into a two-dimensional six-category instrument for the analysis. The pedagogical dimension--lecturing, soliciting and responding--was used to monitor the inquiry method while the syntactical dimension, with categories called Encounter, System and Meaning, was used to monitor the interpretation of physics as enquiry. Chi-square tests revealed significant variabilities among teachers with regard to the distribution of utterances in both dimensions of the instruments. Inter-correlations measured by percentages and rates of utterances suggested that lecturing and soliciting are negatively associated verbal behaviors while lecturing is positively associated with the communication of meaning. It was concluded that constructs are the most frequently used explanatory tool in high school physics and lecturing the most prevalent mode of verbal explanation. Teachers need specific training for better use of verbal strategies. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-8828, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University