Productive Academic Talk during Inquiry-Based Science.
作者： Robyn M. Gillies
DOI: 10.1080/1554480X.2013.767770
关键词: Group work 、 Pedagogy 、 Vignette 、 Mathematics education 、 Interpersonal communication 、 Cognition 、 Reading (process) 、 Nonverbal communication 、 Psychology 、 Philosophy for Children 、 Meaning (linguistics)
摘要: This study reports on the types of academic talk that contribute to enhanced explanatory responses, reasoning, problem-solving and learning. The involved 10 groups 3–4 students who were provided with one three linguistic tools (i.e. Cognitive Questioning, Philosophy for Children Collaborative Strategic Reading (CSR)) scaffold questioning process promote discussion during small group work. Groups videotaped as they worked inquiry-based science activities videotapes fully transcribed identify those helping discourses productive In addition, vignettes students' discussions are also presented in order illuminate different demonstrated their groups. first vignette, predominately engaged analogizing a tool constructing meaning. second, mainly asking questions providing elaborations statements w...
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