A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching
Nurkka, N., Viiri, J., Littleton, K. S., & Lehesvuori, S. (2014). A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching. Learning, Culture and Social Interaction, 3(1), 54-63. https://doi.org/10.1016/j.lcsi.2014.01.002
Published inLearning, Culture and Social Interaction
© Elsevier. This is a final draft version of an article whose final and definitive version has been published by Elsevier.
The purpose of this study was to characterise the nature and purpose of different types of classroom discourse and to explore how the rhythm of classroom discourse provides a cumulative frame for the teaching of science. The overall data consisted of a teaching sequence of eight lessons on the moment of force as taught to physiotherapy students at a Finnish University of Applied Sciences. Our in-depth multiple timescale analysis of two episodes illustrated in this study shows examples how cumulation was instantiated by the different types of classroom discourse. The methodology and findings of this study have implications both for teacher education and further research.
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