A. Gotwals, Tanya S. Wright, Lisa M. Domke, Blythe E. Anderson
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引用次数: 1
Abstract
In this systematic literature review, we synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers. Our findings suggest that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening of science understandings within and across activities, and (3) develops disciplinary literacy for science. Within each of these characteristics, we found patterns in instructional practices that promoted high-quality science talk, including discipline-neutral practices, such as ensuring that students feel valued as members of the classroom community, as well as science-specific strategies, such as providing students purposeful opportunities to engage in science practices like argumentation. Although these studies provide evidence that teachers can support high-quality science talk in elementary classrooms, we discuss that without a system of supports based on these findings, this type of science talk is unlikely to occur.
期刊介绍:
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.