The Epistemic Role of Children’s Questions and Teacher’s Responses in Preschool Classroom Discourse
Yazarlar (2)
Doç. Dr. Gökhan KAYA Kastamonu Üniversitesi, Türkiye
Prof. Dr. Berat AHİ Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Journal of Education | ||
| Dergi ISSN | 0022-0574 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | Scopus | ||
| Makale Dili | İngilizce | Basım Tarihi | 09-2023 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 14-04-2022 |
| Cilt / Sayı / Sayfa | 203 / 4 / 865–876 | DOI | 10.1177/00220574221088486 |
| Makale Linki | https://journals.sagepub.com/doi/full/10.1177/00220574221088486 | ||
| Özet |
| This study investigates the structure of discourse children initiate by asking inquisitive questions. In total, 301 question sequences were analyzed, taking into account the discourse analysis procedure. Generally, the analysis concluded that although children were demonstrating their epistemic stance, they used different question structures than the adults. However, the teachers realized the pragmatic aspects of these questions and were able to support their epistemic domains. Finally, the study also identified how sequence closures differed from traditional classroom discourse. |
| Anahtar Kelimeler |
| child-initiated sequence | children’s question | classroom discourse | early childhood education | epistemic stance |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 1 |
| Scopus | 2 |