The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-service teachers
Lehtinen, A., Lehesvuori, S., & Viiri, J. (2019). The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-service teachers. Research in Science Education, 49(6), 1547-1567. https://doi.org/10.1007/s11165-017-9666-7
Published in
Research in Science EducationDate
2019Copyright
© 2017 Springer Science+Business Media B.V. 2017
Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for the study comes from an inquiry-based physics lesson implemented by a group of five pre-service primary science teachers to a class of sixth graders. The lesson was video recorded and the discussions were transcribed. The data was analysed by applying two existing frameworks—one for the forms of guidance provided and another for the communicative approaches applied. The findings illustrate that providing non-specific forms of guidance, such as prompts, caused the communicative approach to be dialogic. On the other hand, providing the learners with specific forms of guidance, such as explanations, shifted the communication to be more authoritative. These results imply that different forms of guidance provided by pre-service teachers can affect the communicative approach applied in inquiry-based science lessons, which affects the possibilities learners are given to connect their existing ideas to the scientific view. Future research should focus on validating these results by also analysing inservice teachers’ lessons.
...


Publisher
Springer NetherlandsISSN Search the Publication Forum
0157-244XKeywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/27245791
Metadata
Show full item recordCollections
Related funder(s)
Technology Industries of Finland Centennial FoundationFunding program(s)
FoundationAdditional information about funding
This study was partly funded by the Technology Industries of Finland Centennial Foundation.License
Related items
Showing items with similar title or keywords.
-
Guiding Student Thinking Through Teacher Questioning When Learning with Dynamic Representations
Lehtinen, Antti; Hähkiöniemi, Markus; Nieminen, Pasi (Springer, 2021)Dynamic representations (e.g., dynamic geometry software GeoGebra for mathematics learning and PhET simulations for science learning) offer excellent opportunities for students to conduct investigations and to formulate ... -
Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching
Lehesvuori, Sami; Ratinen, Ilkka; Kulhomäki, Otto; Lappi, Jousia; Viiri, Jouni (Universitetet i Oslo & Umeå universitet, 2011)Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of ... -
Deep Networks for Collaboration Analytics : Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning
Lämsä, Joni; Uribe, Pablo; Jiménez, Abelino; Caballero, Daniela; Hämäläinen, Raija; Araya, Roberto (Society for Learning Analytics Research, 2021)Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic ... -
Oppiennätyksistä opetussuunnitelman perusteisiin : lukion kemian kansallisen opetussuunnitelman kehittyminen Suomessa vuosina 1918-2016
Vaskuri, Juhani (University of Jyväskylä, 2017)Kemiasta tuli itsenäinen oppiaine vuonna 1918. Lukion lukusuunnitelmaan kemia tuli vasta vuodesta 1941. Aina 1980-luvun puoleen väliin saakka opetussuunnitelmat olivat valtakunnanhallinnon antamia. Vuodesta 1985 lähtien ... -
Primary student teachers' climate change conceptualization and implementation on inquiry-based and communicative science teaching : a design research
Ratinen, Ilkka (University of Jyväskylä, 2016)