Zones of interaction : Differential access to elementary science discourse
In: Learners in precollegiate science classrooms, Jg. 43 (2006), Heft 5, S. 443-466
Online
academicJournal
- print; 24; 2 p.1/4
Zugriff:
This study investigated teacher-child interaction within small-group science activities in a fourth-grade classroom. This qualitative study revealed three zones of interaction, or teacher-child interaction categories: Individual Zones of Interaction, Multiple Zones of Interaction, and a Collective Zone of Interaction. Each zone was further shaped by either a procedural, conceptual, or managerial focus for the interaction. These zones granted children differential levels of access to the teacher's knowledge. Based on these data and findings, we propose a discourse model for elementary science classrooms that encompasses talk, materials, knowledge, engagement, and power.
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Zones of interaction : Differential access to elementary science discourse
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Autor/in / Beteiligte Person: | SHEPARDSON, Daniel P ; BRITSCH, Susan Jane |
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Zeitschrift: | Learners in precollegiate science classrooms, Jg. 43 (2006), Heft 5, S. 443-466 |
Veröffentlichung: | New York, NY: Wiley, 2006 |
Medientyp: | academicJournal |
Umfang: | print; 24; 2 p.1/4 |
ISSN: | 0022-4308 (print) |
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