Please use this identifier to cite or link to this item:
Title: Examining the Instructional Norms That Support Student Participation and Engagement in Whole Class Science Discussions
Authors: Kawasaki, Jarod
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Kawasaki, J. (2022). Examining the instructional norms that support student participation and engagement in whole class science discussions. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 425-432). International Society of the Learning Sciences.
Abstract: The latest reform efforts in science education emphasize the centrality of productive classroom discourse to learning science with an emphasis on students’ learning to explain and argue. These instructional demands require that teachers master instructional norms and routines that support these discursive practices. Novice teachers have difficulty learning to notice and respond to student thinking, a crucial element to promoting productive classroom talk. This paper examines a whole class discussion in one novice science teacher’s classroom to document the teacher moves that promote and manage productive discourse and the instructional norms that support them. Structuring learning experiences around these instructional routines and norms in university teacher education programs can help teachers learn to facilitate these types of productive whole class discussions.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_425-432.pdf301.96 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.