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dc.contributor.advisorViiri, Jouni
dc.contributor.authorKilpelä, Jonathan
dc.date.accessioned2018-05-25T10:04:48Z
dc.date.available2018-05-25T10:04:48Z
dc.date.issued2018
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/58110
dc.description.abstractThis study examines discourse in physics classes in Finnish lower secondary schools. The goal of the research is to describe how student argumentation can be supported by a variety of teacher discourse, including different communicative approaches and teacher questioning roles. By describing specific features of successful episodes of student argumentation, the hope is to convey a more concrete image of effective instruction, inspiring further research, professional development, and self-reflection by practicing teachers. The methodology utilized in this study approached discourse from multiple levels, aiming to describe the nature of communicative acts in a broad sense as well as in a more specific, moment-by-moment fashion. Discourse analysis was performed on four recorded lessons taught by two teachers aimed at supporting dialogicity and argumentation. The analysis included evaluating discourse based on the type of communicative approach used by the teacher, the teachers’ questioning roles, and the level of student argumentation. Lastly, microanalysis of excerpts of the transcript was included to offer closer insights into the nature of teacher/student interactions. The results of the study show that teachers use a variety of questioning roles in their discourse, but also suggest that not all questioning roles were equally effective at supporting student argumentation. Including a greater variety of questioning roles including moderator, coach, and participant was effective in supporting high-level student argumentation. Closer analysis revealed specific tactics that teachers use when playing various roles in the classroom. The study implies that teachers can utilize multiple roles in order to support student argumentation.en
dc.format.extent78
dc.language.isoen
dc.subject.otherArgumentation
dc.subject.otherDialogicity
dc.subject.otherScience teaching
dc.subject.otherTeacher roles of questioning
dc.titleThe Nature of Teacher Questioning Roles while Supporting Dialogue and Argumentation
dc.identifier.urnURN:NBN:fi:jyu-201805252781
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102


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