Classroom talk, conceptual change and teacher reflection in bilingual science teaching

Morton, Tom (2012) Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education 28 (1), pp. 101-110. ISSN 0742-051X.

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Official URL: http://dx.doi.org/10.1016/j.tate.2011.07.006

Abstract

This article examines a science teacher’s use of and reflections on classroom talk in teaching a unit on genetics on a bilingual education programme. Constructivist, sociocultural and discursive psychological perspectives on conceptual change and classroom talk are reviewed. Data are drawn from three sources: preactive interview, video-recording of classroom interaction, and video-based postactive reflections. Detailed analyses of transcripts show that even when the teacher oriented to the constructivist strategy of eliciting students’ views, there were missed opportunities to use a more dialogic approach. Implications for teacher education of science teachers in first and second language contexts are discussed.

Metadata

Item Type:	Article
Keyword(s) / Subject(s):	classroom communication, science teaching, conceptual change, reflection, bilingual education, conversation analysis
School:	Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication
Depositing User:	Sarah Hall
Date Deposited:	14 Mar 2013 11:38
Last Modified:	09 Aug 2023 12:32
URI:	https://eprints.bbk.ac.uk/id/eprint/6257

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