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dc.contributor.authorLehtinen, Antti
dc.contributor.authorLehesvuori, Sami
dc.contributor.authorViiri, Jouni
dc.date.accessioned2019-12-02T11:09:29Z
dc.date.available2019-12-02T11:09:29Z
dc.date.issued2019fi
dc.identifier.citationLehtinen, 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. <em>Research in Science Education</em>, 49 (6), 1547-1567. <a href="https://doi.org/10.1007/s11165-017-9666-7">doi:10.1007/s11165-017-9666-7</a>fi
dc.identifier.otherTUTKAID_75125
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66600
dc.description.abstractRecent 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer Netherlands
dc.relation.ispartofseriesResearch in Science Education
dc.rightsIn Copyright
dc.subject.othertutkiva oppiminenfi
dc.subject.otheroppiminenfi
dc.subject.othervuorovaikutusfi
dc.subject.otherluokkahuoneetfi
dc.subject.otheropetustilatfi
dc.subject.otherinquiry-based learningfi
dc.subject.othercommunicative approachfi
dc.subject.otherclassroom communicationfi
dc.subject.otherpre-service teachersfi
dc.titleThe connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-service teachersfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201912025086
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatemaattis-luonnontieteelliset aineet
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-12-02T10:15:18Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1547-1567
dc.relation.issn0157-244X
dc.relation.numberinseries6
dc.relation.volume49
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Springer Science+Business Media B.V. 2017
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/s11165-017-9666-7


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