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ERIC Number: EJ901906
Record Type: Journal
Publication Date: 2010-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1046-560X
Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers' Oral Strategies
Oliveira, Alandeom W.
Journal of Science Teacher Education, v21 n7 p747-765 Nov 2010
This study explores how elementary teachers perceive and use "engaging oral strategies" (i.e., manners of speaking that encourage students to participate and become engaged in science discussions). It is reported that the strategies employed as well as their frequency varied substantially depending upon on the teachers' grade level and perceptions. While a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers' engaging oral strategies are multifunctional, serving important social and cognitive functions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A