Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching

Year 2019, Volume: 3 Issue: 2, 114 - 137, 24.11.2019

Yılmaz Soysal

https://doi.org/10.31805/acjes.642246

Cited By: 2

Abstract

This study intended to delve into productive classroom talk (PCT) typologies and sets of teacher discursive moves (TDMs) or talk moves supporting yielding dialogues in the context of teaching science. For this purpose, 67 studies were selected from a larger research pool and examined in a fine-grained manner. Five themes or indicators of the PCT were extracted. These are “clarity and intelligibility of the talks”, “critiques in the talk”, “accountability-justification-authority”, “intense discursively-oriented metacognitive activity” and “teacher as the discursive role model”. In addition, six sets of TDMs were extracted from the literature that are thought as supporting for the actualisation of a PCT indicator. These are communicating, challenging, evaluating-judging-critiquing, monitoring-framing, seeking for evidence and modelling-rehearsing aspects of processes of science. The relations between indicators of the PCT and supporting TDMs were reinterpreted by making concrete combinations and presenting in-class instances. Several recommendations were offered for science teachers and science teacher educator.      

Keywords

productive classroom talk, teacher discourse move

Üretken Sınıf Söyleminin Göstergeleri ve Destekleyici Söylemsel Hamleler: Etkili Fen Eğitimi için Sistematik Bir Derleme

Abstract

Bu çalışma üretken sınıf söylemi (ÜSS) türlerini ve öğretmenin söylemsel hamlelerini (ÖSH) ya da fen öğretimi bağlamında üretken diyalogları destekleyen öğretmen konuşma hamlelerini derinlemesine araştırmayı amaçlamaktadır. Bu amaçla 67 çalışma geniş bir araştırmalar havuzundan seçilmiş ve derinlemesine incelenmiştir. ÜSS adına beş tematik gösterge ortaya çıkarılmıştır. Bunlar “sınıf içi konuşmalardaki netlik ve anlaşılırlık”, “sınıf içi konuşmalardaki meydan okumalar”, “sınıf içi konuşmalarda hesap verilebilirlk-gerekçelendirme-otorite”, “yoğun söylem-yönelimli üst-bilişsel aktivite” ve “rol model olarak öğretmendir”. Bununla birlikte, ÜSS’nin herhangi bir göstergesinin sınıf içinde var edilmesini desteklediği düşünülen altı ÖSH seti ilgili literatürden elde edilmiştir. Bunlar “iletişmsel hamleler”, “çeldirici hamleler”, “değerlendirmeci-eleştirici-yargılayıcı hamleler”, “izleme-çerçeveleme hamleleri”, “kanıt için arayışta olmak hamleleri” ve “bilimsel süreçleri modelleme hamleleridir”. ÜSS göstergeleri ve destekleyici ÖSH’ler arasındaki ilişkiler maddi birleştirmeler yapılarak ve sınıf içi örnekler sunularak yeniden yorumlanmıştır. Fen öğretmenleri ve fen eğitimcileri için birçok öneride bulunulmuştur.   

Keywords

üretken sınıf söylemi, öğretmenin söylemsel hamlesi

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