Relationships Between Teacher Discursive Moves and Middle School Students’ Cognitive Contributions to Science Concepts

2019-01-01
Soysal, Yilmaz
Yılmaz Tüzün, Özgül
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
222
views
0
downloads
This study investigated science classroom discourse in terms of the types of teacher discursive moves (TDMs) and the relationships between the types of TDMs and student-led cognitive contributions in different science concepts by considering the classroom context. An experienced seventh-grade science teacher and her 19 students were engaged in argument-based inquiry activities focusing on physics and chemistry concepts. The analysis revealed that even though the teacher used a variety of TDMs, the following four enacted TDMs were prominent: knowledge providing–evaluating, communicating, monitoring, and evaluating–judging–critiquing. There were implicit relationships between the knowledge providing–evaluating, communicating, monitoring, and evaluating–judging–critiquing moves and the students’ cognitive contributions in different science concepts. For further analysis, several video cases were selected for scrutinizing these episodes, and it was found that evaluating–judging–critiquing teacher moves interacted with classroom culture more than the other two commonly used TDMs by using comparison prompt (simple comparison), evaluation prompt (teacher-led evaluation), and resolution prompt (student–student judgements). It was observed that when the teacher increased the number of resolution prompts, the students reached greater cognitive contributions during the negotiation of physics phenomena. Recommendations were presented for the science teachers’ professional development in the sense of discourse–cognition relations.
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85070948931&origin=inward
https://hdl.handle.net/11511/91107
Research in Science Education
Department of Mathematics and Science Education, Article

Suggestions

Relationships among Teachers' Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey
Öztekin, Ceren; Sungur, Semra (2012-08-28)
© 2012 Springer Science+Business Media, LLC.The research study investigated the possible associations among science and biology teachers' knowledge and belief variables concerning teaching evolution in science and biology classes. Specifically, this study examined how a set of variables including teachers' understanding of evolution and nature of science (NOS) is related to the set of variables including teachers' acceptance of evolution and perceptions of teaching evolution (i.e., perceptions of the necess...
Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level
Öztürk, Mustafa; Yıldırım, Ali (2019-01-01)
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms
SADİ, ÖZLEM; Çakıroğlu, Jale (2014-01-01)
This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was conducted with two teachers and four classes for a total of 60 11th grade students from high school. One class for each teacher was assigned as an experimental group ...
Effects of instructions based on cognitive bridging and cognitive conflict on 9th grade students‘ understanding of force and motion, epistemological beliefs, and self-efficacy
Yaman, İbrahim; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The aim of this study is to compare the effects of the instructions based on cognitive bridging and cognitive conflict approaches and gender on 9th grade students‘ conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. The study was conducted with a sample of 206 students in two different schools. The instructional method (traditional, cognitive conflict, and cognitive bridging) and students‘ gender were used as independent variables in a 3x2 factorial design. Within this ...
Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers
Ekiz Kıran, Betül; Boz, Yezdan (Royal Society of Chemistry (RSC), 2020-01-16)
The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in the...
Citation Formats
Y. Soysal and Ö. Yılmaz Tüzün, “Relationships Between Teacher Discursive Moves and Middle School Students’ Cognitive Contributions to Science Concepts,” Research in Science Education, pp. 0–0, 2019, Accessed: 00, 2021. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85070948931&origin=inward.
METU IIS - Integrated Information Service open@metu.edu.tr