ERIC Number: EJ872147
Record Type: Journal
Publication Date: 2010-Feb
Abstractor: As Provided
Reference Count: 0
Developing Elementary Teachers' Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse
Oliveira, Alandeom W.
Journal of Science Teacher Education, v21 n1 p103-126 Feb 2010
This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers' social understanding (i.e., their understanding of the social functions of language in science discussions). Teachers became aware of how hedges can be employed to remain neutral toward students' oral contributions to classroom discussions, invite students to share their opinions and articulate their own ideas, and motivate students to inquire. Teachers recognized that the combined use of "I" and "you" can render their feedback authoritative, "you" can shift the focus from the investigation to students' competence, and "we" can lead to authority loss. It is argued that explicitness, reflectivity, and contextualization are essential features of professional development programs aimed at improving teachers' understandings of the social dimension of inquiry-based science classrooms and preparing teachers to engage in inquiry-based teacher-student interactions.
Descriptors: Feedback (Response), Classrooms, Professional Development, Science Instruction, Elementary School Teachers, Discourse Analysis, Discussion (Teaching Technique), Summer Programs, Interpersonal Communication, Inquiry, Teacher Student Relationship, Form Classes (Languages)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A