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Title: Emerging thoughts on an approach to engaging pupils in effective group talk in science
Authors: Hewitt, Elizabeth
First Published: 13-Aug-2012
Publisher: Taylor & Francis (Routledge) for Association for the Study of Primary Education (ASPE)
Citation: Education 3-13, 2014, 42 (4), pp. 402-418
Abstract: Group talk opportunities in science can be a rich site for conceptual change. The role of the teacher is vital in scaffolding the exploratory talk which can lead children to talk their way to new understandings and clarify their ideas with peers. This study aims to uncover teacher strategies which lead to effective talk for developing scientific understanding. The findings of this small-scale ethnographic case study suggest that the temporal organisation, the way in which the teacher organises the timing of group discussion activities, may have an impact upon the nature of the pupils' dialogue.
DOI Link: 10.1080/03004279.2012.713373
ISSN: 0300-4279
eISSN: 1475-7575
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2014, Taylor & Francis (Routledge). Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website.
Appears in Collections:Published Articles, School of Education

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