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ERIC Number: EJ1020594
Record Type: Journal
Publication Date: 2014-Jun
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0313-5373
Dynamic Variables of Science Classroom Discourse in Relation to Teachers' Instructional Beliefs
Kaya, Sibel
Australian Journal of Teacher Education, v39 n6 Article 5 Jun 2014
The current study examines if the occurrence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers' instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers' instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in terms of the frequency of dynamic variables. Implications for education and research were discussed.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A