ERIC Number: EJ1110095
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Teacher-Student Interaction in Contemporary Science Classrooms: Is Participation Still a Question of Gender?
Eliasson, Nina; Sørensen, Helene; Karlsson, Karl Göran
International Journal of Science Education, v38 n10 p1655-1672 2016
We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as "interaction," show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher--student interaction is more clearly understood.
Descriptors: Teacher Student Relationship, Interaction, Science Instruction, Gender Differences, Foreign Countries, Interpersonal Communication, Science Achievement, Video Technology, Coding, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A