Discourse Patterns and Communicative Approaches for Teaching Nature of Science
Yazarlar (6)
Doç. Dr. Gökhan KAYA Kastamonu Üniversitesi, Türkiye
Doç. Dr. Metin Sardag Van Yüzüncü Yıl Üniversitesi, Türkiye
Prof. Dr. Gültekin Cakmakci Hacettepe Üniversitesi, Türkiye
Öğr. Gör. Nihal Dogan Bolu Abant İzzet Baysal Üniversitesi, Türkiye
Serhat Irez
Marmara Üniversitesi, Türkiye
Marmara Üniversitesi, Türkiye
Doç. Dr. Yalçin Yalaki Hacettepe Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
|
||
| Dergi Adı | Egitim Ve Bilim (Q4) | ||
| Dergi ISSN | 1300-1337 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2016 |
| Cilt / Sayı / Sayfa | 41 / 185 / 83–99 | DOI | 10.15390/EB.2016.4852 |
| Makale Linki | http://egitimvebilim.ted.org.tr/index.php/EB/article/view/4852 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
|
||
| Özet |
| This study aims to determine discourse patterns and communicative approaches utilised for teaching the nature of science (NOS) using an explicit–reflective approach. This study was conducted as part of a research project aiming to support teachers’ classroom practices through a long-term professional development program focusing on teaching NOS. Discourse analysis was used to determine classroom discourse patterns and communicative approaches. Audio and video recordings of classroom lectures conducted by 8 of the 22 teachers participating in the project were used for analysis. A total of 505 minutes of teacher–student dialogue was recorded and subsequently analysed. The results indicated that teachers used three different discourse patterns (triadic, chain, and adjacency pair) and three different communicative approaches (interactive–dialogic, interactive–authoritative, and non-interactive–dialogic) for teaching NOS using the explicit–reflective approach. The most common discourse pattern was the triadic pattern (initiation–response–evaluation), and the interactive–authoritative approach was the most common communicative approach. These findings contribute to the literature in terms of increasing the efficiency of using the explicit–reflective approach by considering classroom discourse to teach students NOS. |
| Anahtar Kelimeler |
| Approaches | Communicative | Discourse analysis | Discourse patterns | Nature of science | Science education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 8 |
| Scopus | 12 |
| Google Scholar | 33 |