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ERIC Number: ED413246
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 20
Abstractor: N/A
Reference Count: N/A
What Makes Scientific Dialogue Possible in the Classroom?
Doig, Brian
This paper focuses on the scientific dialogue of a small group following an experiment on motion under gravity. This research was designed to investigate ways in which practical activities can be used to foster links between upper elementary children's spontaneous concepts and Newtonian mechanics. Implicit in this is the notion that teaching consists of inducting children into specific communities that share ways of acting, speaking, and representing objects and experiences. Interactions within a small group of Year 6 children were captured by a video camera and closely examined as to their place within scientific discourse. Initially the interactions had been thought of as discussion, a term used to describe the majority of verbal interactions between students and teachers. The current analysis attempts to uncover the ecology of the group's discussion or the set of rules by which interactions are governed within the group. The conclusions are presented as evidence for describing the group as engaging in scientific dialogue and for inferring solutions to the pedagogical issues raised by this video episode. Key pedagogical issues include "How does dialogue differ from discussion?" and "What sort of environment is necessary for dialogue to occur?" Contains 22 references. (Author/PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom