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ERIC Number: ED413248
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
Making Progress through Scientific Dialogue.
Groves, Susie
Discussion about and reflection upon observations which produce cognitive conflict have frequently been promoted as a strategy to enhance conceptual development in science classrooms. As part of the Practical Mechanics in Primary Mathematics project, teachers were urged to elicit children's views and attempt to establish what is now called scientific dialogue in their classrooms. This paper analyzes a segment of a videotape showing a group of upper elementary children discussing data obtained from a practical activity where the data conflict with their intuitive models of motion. The analysis attempts to demonstrate the extent to which the dialogue is an example of "progressive classroom discourse" in terms of the notion of generating new understandings for participants. Evidence of such progress is seen as an important issue when teachers, regardless of their stated theoretical frameworks for teaching and learning, are seen to be generally uncomfortable with the notion that there may be no closure at the end of a lesson which is based on genuine dialogue. Contains 21 references. (Author)
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