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ERIC Number: ED434031
Record Type: RIE
Publication Date: 1999-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Steering the Course of Dialogue in Inquiry-based Science Classrooms.
Tabak, Iris; Reiser, Brian J.
Mastering science involves not only developing the skills of doing science, but also developing the skill of taking science. This paper describes how a teacher tried to help her students develop appropriate scientific ways of presenting explanations. The teacher employed a number of strategies as she and her students jointly constructed progressively more scientific explanations in class discussions. She also took the approach of gradual maturation in establishing a set of norms for the presentation of scientific explanations. The teacher first presented norms that appealed to lay notions, then reformulated these norms in subsequent activities to include elements specific to science. A sample case is presented illustrating how this teacher jointly constructed a scientific explanation with her students at the conclusion of an investigation project. A set of instructional strategies was identified by the teacher and used in driving the dialogue toward more scientific constructions. Finally, the way in which the teacher employed gradual maturation to establish norms for presenting scientific explanations is demonstrated. (Author/CCM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).