Search results for "Communicative approach"

Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquirybased teaching

2012

Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to conceptually learning, thus attaining also the epistemological dimension of science. Although curricula are based on these ideas of inquiry, all too often authentic inquiry is hindered by overly authoritative approaches and teacher directions. To avoid this, the communicational ways in which teachers can encourage pupil reasoning during different phases of inquiry should be explicitly addressed. This paper addresses this gap by introducing a d…

Argumentation in the Context of High School Mathematics : Examining Dialogic Aspects of Argumentation

2022

In this chapter, I examine argumentation from the perspective of dialogic argumentation that highlights students’ engagement with each other’s ideas in the process of making mathematical claims and providing evidence to support them. I analyzed the provided data for students’ dialogic and justifying moves and investigated how the teacher supported argumentation. I found that the students’ dialogic moves included elaborating and commenting on peers’ ideas. Students’ justifying moves included one case of articulating reasoning and several instances of describing support. The teacher structured argumentation by sequencing it into steps so that each step established a new piece of information. …

Primary Student-Teachers’ Practical Knowledge of Inquiry-Based Science Teaching and Classroom Communication of Climate Change

2015

A teacher’s practical knowledge contains the teacher’s beliefs about the goals, values and principles of education that guide his or her actions in the classroom. There is still a lack of knowledge about how teachers’ practical knowledge influences their teaching. The present study examines student teachers’ practical knowledge in the context of teaching climate change in elementary schools. Participating student-teachers planned their lessons using the principles and ideas of inquiry-based science teaching and the communicative approach. The same two approaches were applied in analysing the lessons, providing a broader basis on which to study student-teachers’ beliefs about teaching scienc…

Towards dialogic teaching in science : challenging classroom realities through teacher education

2013

The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-ser…

2019

Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for th…

Challenging Transmission Modes of Teaching in Science Classrooms : Enhancing Learner-Centredness through Dialogicity

2017

There is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in classroom communication is being neglected. This is especially within teacher-orchestrated classroom interactions that should foster greater learner centredness and thus authentic scientific inquiry. In learner-centred teaching approaches, student contributions should be explicitly taken into account as part of classroom interactions in science. Learn…