Lee Soon C, Irving Karen E
1Wichita State University, Wichita, KS USA.
2The Ohio State University, Columbus, OH USA.
Int J STEM Educ. 2018;5(1):5. doi: 10.1186/s40594-018-0100-0. Epub 2018 Feb 19.
In a science classroom, students do not simply learn scientific ways of doing, knowing, and reasoning unless they find ways of appropriating scientific discourse. In the Next Generation Science Standards, major forms of are emphasized as a main part of the Science and Engineering Practices. To enhance student engagement in scientific discourse, teachers need to help students differentiate scientific ways of talking from . Thus, science teachers should be able to be aware of the differences to provide opportunities for students to engage in scientific discourse.
In this study, the (CDAT) was developed to help science teachers and educators identify the patterns of their classroom discourse with the lens of scientific reasoning. The CDAT suggests a new way of discourse pattern finding with the two-dimensional graphic organizer and the quantitative data produced by the coding. To pilot the CDAT analysis, 13 videos and transcripts of two middle and one high school teachers' physical science classes were viewed and analyzed. The results from CDAT coding show illustrative information that characterizes the classroom discourse patterns in relation to scientific reasoning and teachers' questioning and feedback. A coded CDAT table shows what reasoning components used in the classroom dialogs between the teacher and students. It also shows how students engaged in the dialogs with the variations of their answers by the teacher's question and feedback.
The results show the patterns of students' responses strongly depend on teacher's question or feedback. In addition, this analysis also generates various quantitative data that represent certain characteristics of the classroom discourse, i.e., length of dialog and the number of reasoning components used. The possible implications of CDAT analysis are to explore the relationships between teachers' discourse patterns and students' achievement along with changes in their reasoning skills. Student attitudinal outcomes such as motivations, interests, or self-efficacy could also be compared by the classroom discourse patterns revealed by CDAT. CDAT analysis itself can also be used in a teacher professional development as an intervention to help teachers see their classroom discourse patterns.
在科学课堂上，学生若不找到运用科学话语的方法，就无法简单地学习科学的做事、认知和推理方式。在《下一代科学标准》中，主要的[此处原文缺失相关内容]形式被强调为科学与工程实践的主要部分。为了提高学生参与科学话语的程度，教师需要帮助学生区分科学的交谈方式与[此处原文缺失相关内容]。因此，科学教师应该能够意识到这些差异，以便为学生提供参与科学话语的机会。
在本研究中，开发了[此处原文缺失相关内容]（CDAT）来帮助科学教师和教育工作者从科学推理的角度识别他们课堂话语的模式。CDAT通过二维图形组织者和编码产生的定量数据，提出了一种新的话语模式发现方法。为了对CDAT分析进行试点，观看并分析了两名初中教师和一名高中教师的物理科学课的13个视频及文字记录。CDAT编码的结果显示了说明性信息，这些信息表征了与科学推理以及教师提问和反馈相关的课堂话语模式。一个编码的CDAT表格显示了师生课堂对话中使用的推理成分。它还展示了学生如何通过教师的问题和反馈以及他们答案的变化参与对话。
结果表明，学生的回答模式在很大程度上取决于教师的问题或反馈。此外，这种分析还生成了各种定量数据，这些数据代表了课堂话语的某些特征，即对话长度和使用的推理成分数量。CDAT分析的可能意义在于探索教师话语模式与学生成绩之间的关系，以及他们推理技能的变化。通过CDAT揭示的课堂话语模式，还可以比较学生的态度结果，如动机、兴趣或自我效能感。CDAT分析本身也可以作为一种干预措施用于教师专业发展，以帮助教师了解自己的课堂话语模式。
