Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics

Abstract

Nutzungsbedingungen AbstractIn this paper we aim at establishing a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making.

Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation

“…Mortimer and Scott explained the framework of meaning making with these following steps: "teaching purposes", "content", "communicative approach", "patterns of discourse", and "teacher interventions". Unlike the studies that research on the effects of communicative approach (Buty & Mortimer, 2008;Chin, 2006;Mercer, 2008;Scott, 1998) and patterns of discourse (Cazden, 2001;Erikson, 1996;Lemke, 1990) on learning, they stated the five steps of meaning making approach are effective on learning as a whole. Below are the steps of meaning making approach of Mortimer and Scott (2003).…”

“…Mortimer and Scott (2003) indicated this step is at the center of the meaning making process. The communicative approach aims to reveal different ideas of students (Buty & Mortimer, 2008). Lemke (1990) stated that teachers are more effective in class speeches.…”

Middle School Students' Knowledge State Analysis about Light

“…Many studies have thus been carried out to address this problem (Kwon et al, 2006;Oh & Kim, 2002;Lee et al, 2004;Buty & Mortimer, 2008;Wyrembeck & Elmer, 2006). While it is true that many students do not have a systematic understanding of the concept of light and have difficulty learning it, it is likewise true that many teachers also do not have a systematic understanding of the concept, thus having difficulty teaching it to their students and not being able to give their students systematic feedback regarding the degree to which they learned the concept (Paik & Jung, 2009;Lee et al, 2004;Jung & Kim, 2005;Akerson & Morrison, 2006).…”

“…Many researchers have pointed out that students do not have a full and accurate understanding of the concept of light (Buty & Mortimer, 2008;Galili & Hazan, 2000;Glodberg & McDermott, 1986;Guesne, 1985;Stead & Osborn, 1980;Wyrembeck & Elmer, 2006). Many studies have thus been carried out to address this problem (Kwon et al, 2006;Oh & Kim, 2002;Lee et al, 2004;Buty & Mortimer, 2008;Wyrembeck & Elmer, 2006).…”

Authoritative Questioning and Science Teaching in Saudi Arabian Context

“…Buty and Mortimer (2008) distinguished between dialogic and authoritative talk based on the fact that in the dialogic talk "different ideas are acknowledged whether it is produced by a group of people or by a single individual" (p.1639). Unfortunately, teachers often neglect the students' efforts to form their own explanations or to express their own views (Hyman, 1980).…”