The Use of Different Translation Devices to Analyze Knowledge-Building in a University Chemistry Classroom

Barreto, Lucas Passos; Rodrigues, Adriana Araújo Dutra; Oliveira, Giordanna Camilla Bié de; Almeida, Laila Thayanne Gomes de; Felix, Matheus Augusto Campelo; Silva, Penha de Souza; Quadros, Ana Luiza de; Macedo, Andréa Mara; Mortimer, Eduardo Fleury

doi:10.1007/s11165-020-09969-z

Cited by 12 publications

(6 citation statements)

References 20 publications

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“…In this study, these two aspects are considered equally important, on one hand by highlighting the importance of equal consideration of different voices (dialogue with authenticity) and on the other hand by highlighting the importance of purposeful discussion of subject content (dialogue with purpose). Enabling student exploration of ideas and reasoning is considered to be an essential part of the meaningful learning of science (Barreto et al, 2021).…”

Section: Dialogic Interactions In Sciencementioning

confidence: 99%

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Kilpelä

Hiltunen

Hähkiöniemi

et al. 2023

Dialogic Pedagogy Journal

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The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers’ use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student’s argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers’ values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.

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Section: Dialogic Interactions In Sciencementioning

confidence: 99%

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Kilpelä

Hiltunen

Hähkiöniemi

et al. 2023

Dialogic Pedagogy Journal

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“…Step 2: determine the judgment matrix. In the piano informatization classroom teaching evaluation index, select two index factors at the same level, compare them with the ninth percentile scale method, and analyze the importance of each index factor [23]. For index factor j, the importance of factor i to it can be reflected by the value of a ij .…”

Section: Weight Determination Of Classroom Teaching Quality Evaluatio...mentioning

confidence: 99%

Piano Information Teaching Mode Based on Deep Learning Algorithm

Wang

2022

Wireless Communications and Mobile Computing

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In order to improve the effect of piano information teaching, a piano information teaching mode based on deep learning algorithm is proposed. The teaching objectives are divided into three levels: classroom teaching objectives, curriculum objectives, and education and training objectives. A piano information classroom integrating cloud application platform, teaching platform, resource platform, learning space, and interactive classroom is built. The previous teaching mode is optimized to build an innovative teaching mode of piano information classroom. The evaluation index system of piano informatization classroom teaching quality is constructed, and the hierarchical structure model of each evaluation index is established by using the analytic hierarchy process. The hierarchical analysis method is used to establish a hierarchical structure model of each evaluation index. The judgment matrix is determined by the nine-digit scale method. After the consistency verification of the judgment matrix, the weight of the quality evaluation of piano information classroom teaching is calculated. The new mode optimizes the weight and threshold of BP neural network in deep learning algorithm by genetic algorithm (GA). The weight of each classroom teaching quality evaluation index is input into the GA-BP neural network, and the network output result is the piano information classroom teaching quality evaluation score. The test results show that the optimal number of hidden layer nodes for the BP neural network is 7, when the GA-BP neural network iterations are 95. This method can evaluate the quality of piano information classroom teaching, with high evaluation accuracy and strong practical application.

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“…In this discursive journey, the teacher had to display a variety of TDMs to guide the students to a transformation in which the learned phenomena from the here-and-now of everyday views were relocated to the generalizable statements of science (Scott, 1998;Tang, Tan, & Mortimer, 2021). In this implementation stage, the students considered the newly introduced social language as belonging to others (Bakhtin, 1934;Barreto et al, 2021). Thus, the teacher had to perform more dialogically oriented discursive moves to comprehend the ways of the student-led talking-thinking styles.…”

Section: Journal Of Sciencementioning

confidence: 99%

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

Soysal

2021

J. Sci. Learn.

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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.

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The Use of Different Translation Devices to Analyze Knowledge-Building in a University Chemistry Classroom

Cited by 12 publications

References 20 publications

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

Piano Information Teaching Mode Based on Deep Learning Algorithm

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

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