ERIC Number: ED413266
Record Type: RIE
Publication Date: 1996
Social Studies Teachers' Conceptions of Discussion: A Grounded Theory Study.
Larson, Bruce E.
This paper develops an initial theory of teachers' conceptions of classroom discussion. The paper examines the thoughts of six social studies teachers from suburban and urban high schools concerning characteristics and purposes of classroom discussions and factors that seem to influence teachers' uses of these conceptions. In-depth interviews and think-aloud tasks were analyzed using grounded theory's constant-comparative technique. Six conceptions emerged from the analysis of discussion: (1) recitation; (2) teacher-directed conversation; (3) open-ended conversation; (4) a series of challenging questions; (5) guided transfer of knowledge; and (6) practice of verbal interaction. An additional five factors emerged that seemed to influence the teachers' use of these conceptions of discussion. (EH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Washington, DC, November 1996).