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ERIC Number: EJ1289810
Record Type: Journal
Publication Date: 2021
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2373-5082
Exploring Elementary and Middle School Science Teachers' Metadiscourse Moves: A Vygotskian Analysis and Interpretation
Soysal, Yilmaz
Learning: Research and Practice, v7 n1 p70-104 2021
This study intended to explore elementary and middle school science teachers' metadiscourse moves (MDMs) in Vygotskian perspective. MDMs indicates teacher-led attempts to cognitively engage students in classroom's verbal occurrences. Participants of the study were 71 fifth, sixth, and seventh-grade students and their science teachers (two females, one male). Argument-based inquiry approach was used to design and implement classroom discourse. Systematic observation approach was used to capture and classify the discursive types and purposes of the staged MDMs. For the MDMs displayed, six higher-order categories and accompanied 14 sub-categories (codes) were detected. The teachers staged MDMs for student-led monitoring, continuously reminding the emergent conceptual flows to the students, forcing the students to be internally consistent in idea sharing, controlling, and organising conceptual/procedural discourse, modelling strategic thinking and reformulating. The teachers also displayed the MDMs with the purposes of framing and cognitive engaging, adjusting cognitive load, managing discursive tension and scaffolding internalisation. Recommendations were offered for science teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)