6533b85dfe1ef96bd12be734

RESEARCH PRODUCT

A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching

Niina NurkkaKaren LittletonSami LehesvuoriJouni Viiri

subject

classroom discourseluonnontieteetluokkahuonecumulative teachingopetusTeacher educationEducationSequence (geology)Rhythmcumulative rhythmdiskurssiPedagogyScience teachingComputingMilieux_COMPUTERSANDEDUCATIONFrame (artificial intelligence)ta516Applied sciencePsychology

description

The purpose of this study was to characterise the nature and purpose of different types of classroom discourse and to explore how the rhythm of classroom discourse provides a cumulative frame for the teaching of science. The overall data consisted of a teaching sequence of eight lessons on the moment of force as taught to physiotherapy students at a Finnish University of Applied Sciences. Our in-depth multiple timescale analysis of two episodes illustrated in this study shows examples how cumulation was instantiated by the different types of classroom discourse. The methodology and findings of this study have implications both for teacher education and further research. peerReviewed

yearjournalcountryeditionlanguage
2014-03-01Learning, Culture and Social Interaction
10.1016/j.lcsi.2014.01.002https://doi.org/10.1016/j.lcsi.2014.01.002