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Discursive roles of the teacher during class sessions for students presenting their science investigations

Title
Discursive roles of the teacher during class sessions for students presenting their science investigations
Authors
Oh P.S.
Ewha Authors
오필석
Issue Date
2005
Journal Title
International Journal of Science Education
ISSN
0140-5284JCR Link
Citation
vol. 27, no. 15, pp. 1825 - 1851
Indexed
SCOPUS scopus
Abstract
A Korean science teacher's discursive practises were examined with a view to identifying pedagogical roles performed through his talk. Data came from the video recordings of classroom sessions where students presented their science projects and exchanged questions and answers during the presentations. Transcripts were developed and analysed in a qualitative way that identified the teacher"s pedagogical roles to help students in the learning process. Three major discursive roles were defined, including making scientific knowledge available to students, coaching students to manage and enhance their performance, and scaffolding. Nine subordinate roles are also identified. Educational meanings of these teacher roles are elaborated upon, and implications for better teaching practises in the science classroom are discussed. © 2005 Taylor & Francis.
DOI
10.1080/09500690500239714
Appears in Collections:
사범대학 > 과학교육과 > Journal papers
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