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ERIC Number: ED465605
Record Type: RIE
Publication Date: 2002-Jan
Pages: 35
Abstractor: N/A
Teacher Explanations for Discourse Variations in Elementary Science Methods.
Newman, William J., Jr.; Hubbard, Paula D.; Abell, Sandra K.
The development of a scientifically literate society is dependent upon effective communication. Accordingly, the Benchmarks for Science Literacy, which defines science literacy goals for United States students K-12, contains an entire section on communication skills. One of the skills described in the Benchmarks is that "students should be able to participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarifications or elaboration, and expressing alternative positions." The ability of students to achieve this goal is dependent upon a teacher's ability to incorporate such opportunities into lessons. Teachers need the experience of proposing answers, explanations, and predictions and communicating the results as often accomplished by classroom discourse. Classroom discourse is necessary for teachers to determine what students understand and misunderstand, what they are thinking, and what they are learning. A teacher preparation program must model and teach how to facilitate high quality classroom discussion. To do so, science methods instructors must examine, understand, and explain their own roles, intents, and actions during classroom discussions. One of the first steps in improving the preparation of teachers' skills in leading discussions is to understand and explain science classroom discourse as it occurs in science teacher education courses. (Contains 60 references.) (MVL)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.