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Evaluation of Three Primary Teachers’ Approaches to Teaching Scientific Concepts in Persuasive Ways


Loxley, Peter Michael


Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-134388

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Abstract The research set out in this paper seeks to develop pedagogical knowledge regarding how persuasive teaching approaches can be developed in primary science classrooms. To achieve this, the paper examines three case studies in which the teachers have been charged to develop and implement teaching strategies designed to persuade their children of the usefulness and validity of target scientific concepts. The analysis probes the teachers’ choice of contexts and patterns of discourse using criteria drawn from the sociocultural literature. Outcomes of the study exemplify how the teachers’ choices of learning contexts fail to emphasise the functionality of the target concepts and as a consequence scant rewards are provided for the children to participate actively in conceptually rich discourse. The final part of the paper explores how the development of what the author calls theme-specific plots, could be used to help teachers to stage teaching and learning performances which emphasise the functionality of specific explanatory models.
Klassifikation Bildungswesen Primarbereich; Unterricht, Didaktik; Lehrende, Erziehende, Lernende
Sprache Dokument Englisch
Publikationsjahr 2009
Seitenangabe S. 1607-1629
Zeitschriftentitel International Journal of Science Education, 31 (2009) 12
DOI http://dx.doi.org/10.1080/09500690802150114
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)