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dc.contributor.authorMuhonen, Heli
dc.contributor.authorRasku-Puttonen, Helena
dc.contributor.authorPakarinen, Eija
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2019-05-22T08:12:27Z
dc.date.available2019-05-22T08:12:27Z
dc.date.issued2017
dc.identifier.citationMuhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2017). Knowledge-building patterns in educational dialogue. <i>International Journal of Educational Research</i>, <i>81</i>, 25-37. <a href="https://doi.org/10.1016/j.ijer.2016.10.005" target="_blank">https://doi.org/10.1016/j.ijer.2016.10.005</a>
dc.identifier.otherCONVID_26310278
dc.identifier.otherTUTKAID_71694
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64102
dc.description.abstractThis study aimed to examine knowledge-building patterns in Grade 6 educational dialogues. The data consisted of 20 video-recorded lessons from the classes taught by seven teachers, selected by using a latent profile analysis and examined with a qualitative functional analysis of classroom talk. Episodes of educational dialogue were found to represent three main types of knowledge, based on facts, views and experiences. These three types were further identified as forming six diverse knowledge-building patterns in educational dialogues. The findings indicated that factual orientation dominated the Grade 6 lesson dialogues. However, factual knowledge building often occurred with the other two main types of knowledge.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherPergamon
dc.relation.ispartofseriesInternational Journal of Educational Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.othereducational dialogue
dc.subject.otherknowledge-building pattern
dc.subject.otherclassroom interaction
dc.subject.otherprimary school
dc.titleKnowledge-building patterns in educational dialogue
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905082447
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-08T06:15:27Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange25-37
dc.relation.issn0883-0355
dc.relation.numberinseries0
dc.relation.volume81
dc.type.versionacceptedVersion
dc.rights.copyright© 2016 Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.ijer.2016.10.005


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