dc.contributor.author | Muhonen, Heli | |
dc.contributor.author | Rasku-Puttonen, Helena | |
dc.contributor.author | Pakarinen, Eija | |
dc.contributor.author | Poikkeus, Anna-Maija | |
dc.contributor.author | Lerkkanen, Marja-Kristiina | |
dc.date.accessioned | 2019-05-22T08:12:27Z | |
dc.date.available | 2019-05-22T08:12:27Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Muhonen, 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.other | CONVID_26310278 | |
dc.identifier.other | TUTKAID_71694 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/64102 | |
dc.description.abstract | This 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.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Pergamon | |
dc.relation.ispartofseries | International Journal of Educational Research | |
dc.rights | CC BY-NC-ND 4.0 | |
dc.subject.other | educational dialogue | |
dc.subject.other | knowledge-building pattern | |
dc.subject.other | classroom interaction | |
dc.subject.other | primary school | |
dc.title | Knowledge-building patterns in educational dialogue | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201905082447 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.contributor.oppiaine | Esi- ja alkuopetus | fi |
dc.contributor.oppiaine | Kasvatuspsykologia | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.contributor.oppiaine | Pre- and Early Childhood Education | en |
dc.contributor.oppiaine | Kasvatuspsykologia | en |
dc.contributor.oppiaine | Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2019-05-08T06:15:27Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 25-37 | |
dc.relation.issn | 0883-0355 | |
dc.relation.numberinseries | 0 | |
dc.relation.volume | 81 | |
dc.type.version | acceptedVersion | |
dc.rights.copyright | © 2016 Elsevier Ltd. | |
dc.rights.accesslevel | openAccess | fi |
dc.format.content | fulltext | |
dc.rights.url | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.relation.doi | 10.1016/j.ijer.2016.10.005 | |
dc.type.okm | A1 | |