The Ethos of Science and Central Planning

Hartl, Péter

doi:10.4324/9780367823436-3

Cited by 5 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even though the relative percentages of managing moves remained at the lower boundary (6.3%; Figure 3), it can be considered that these moves were worthwhile in restructuring and sharing social authority in addition to the EJC moves. This contributed to the ethos of mutual respect in which neither the teacher nor the students were the primary motivators of the initiation of their new topics (Christoph & Nystrand, 2001;Hartl, 2021). Instead, during the negotiations, the students were engaged in listening and responding to the utterances of others through the managing (MDF moves, Table 1) and EJC moves.…”

mentioning

confidence: 99%

“…Instead, during the negotiations, the students were engaged in listening and responding to the utterances of others through the managing (MDF moves, Table 1) and EJC moves. In conclusion, the TS-dominated patterning of interactions did not have a damaging influence; instead, it promoted scaffolding and aided in continuing to travel during the discursive journey (Christoph & Nystrand, 2001;Hartl, 2021).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Managing A Discursive Journey for Classroom Inquiry: Examination of a Teacher’s Discursive Moves

Soysal

2021

J. Sci. Learn.

View full text Add to dashboard Cite

This study presents an analysis of teacher discursive moves (TDMs) that aid students in altering their thinking and talking systems. The participants were a science who handled the immersion inquiry activities. The primary data source was the video recorded in the classroom. This video-based data was analyzed through systematic observation in two phases comprising coding and counting to reveal the mechanics of the discursive journey. Three assertions were made for the dynamics of the discursive journey. First, the teacher enacted a wide range of TDMs incorporating dialogically/monologically oriented, simplified (observe-compare-predict), and rather sophisticated moves (challenging). The challenging moves were the most featured among all analytical TDMs. Second, once higher-order categories were composed by collapsing subcategories of the displayed TDMs, the communicating-framing moves were the most prominent performed moves. Lastly, the teacher created an argumentative atmosphere in which the students had the right to evaluate and judge their classmates and teacher's utterances that modified the epistemic and social authority of the discursive journey. Finally, educational recommendations are offered in the context of teachers noticing the mechanics and dynamics of the discourse journey.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%