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dc.contributor.authorLehesvuori, Sami
dc.contributor.authorRamnarain, Umesh
dc.contributor.authorViiri, Jouni
dc.date.accessioned2018-09-24T11:01:17Z
dc.date.available2018-09-24T11:01:17Z
dc.date.issued2018
dc.identifier.citationLehesvuori, S., Ramnarain, U., & Viiri, J. (2018). Challenging Transmission Modes of Teaching in Science Classrooms : Enhancing Learner-Centredness through Dialogicity. <i>Research in Science Education</i>, <i>48</i>(5), 1049-1069. <a href="https://doi.org/10.1007/s11165-016-9598-7" target="_blank">https://doi.org/10.1007/s11165-016-9598-7</a>
dc.identifier.otherCONVID_26972169
dc.identifier.otherTUTKAID_73611
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59638
dc.description.abstractThere is an ongoing reform towards more inquiry-based teaching in school curriculum policy in South Africa. Reform towards more inquiry-based approaches is already integrated in pre-service teacher education programmes. As inquiry-based approaches have been gaining momentum worldwide, there is an increasing concern that dialogic interaction in classroom communication is being neglected. This is especially within teacher-orchestrated classroom interactions that should foster greater learner centredness and thus authentic scientific inquiry. In learner-centred teaching approaches, student contributions should be explicitly taken into account as part of classroom interactions in science. Learner-centred approaches provide the rationale for improved interaction, especially when student contributions should be considered within teacher-orchestrated communications. The aim of this study is to bring forth indicators that are connected to different forms of interactions and complement the dialogic-authoritative categorization through in-depth analysis of two lesson transcript examples. Even though over-authoritative and even transmission modes of communication seemed to prevail in South African classrooms, it is through finding building blocks for dialogicity this status can be challenged towards more learner-centred interaction. The explicitness of dialogicity and fundamentally contrasting differences between examples of dialogic and authoritative approaches are presented through the in-depth analysis of classroom interactions of two case episodes. Implications for teaching and teacher education are discussed.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesResearch in Science Education
dc.rightsIn Copyright
dc.subject.otherclassroom interactions
dc.subject.otherdialogic teaching
dc.subject.otherdialogic indicators
dc.subject.othercommunicative approaches
dc.subject.otherteacher education
dc.titleChallenging Transmission Modes of Teaching in Science Classrooms : Enhancing Learner-Centredness through Dialogicity
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201809244219
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-09-24T06:15:20Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1049-1069
dc.relation.issn0157-244X
dc.relation.numberinseries5
dc.relation.volume48
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media Dordrecht 2017
dc.rights.accesslevelopenAccessfi
dc.subject.ysoluokkaopetus
dc.subject.ysovuorovaikutus
dc.subject.ysoopetus
dc.subject.ysodialogisuus
dc.subject.ysotiede
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p25840
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
jyx.subject.urihttp://www.yso.fi/onto/yso/p2240
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/s11165-016-9598-7


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