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Emerging thoughts on an approach to engaging pupils in effective group talk in science

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journal contribution
posted on 2015-11-27, 16:19 authored by Elizabeth Hewitt
Group talk opportunities in science can be a rich site for conceptual change. The role of the teacher is vital in scaffolding the exploratory talk which can lead children to talk their way to new understandings and clarify their ideas with peers. This study aims to uncover teacher strategies which lead to effective talk for developing scientific understanding. The findings of this small-scale ethnographic case study suggest that the temporal organisation, the way in which the teacher organises the timing of group discussion activities, may have an impact upon the nature of the pupils' dialogue.

History

Citation

Education 3-13, 2014, 42 (4), pp. 402-418

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • AM (Accepted Manuscript)

Published in

Education 3-13

Publisher

Taylor & Francis (Routledge) for Association for the Study of Primary Education (ASPE)

issn

0300-4279

eissn

1475-7575

Copyright date

2014

Available date

2015-11-27

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/03004279.2012.713373

Language

en

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