Science Talk in Elementary Classrooms

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2022-05-02 DOI:10.1086/719410
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.
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小学课堂的科学讲座
在这篇系统的文献综述中,我们综合了48项关于小学课堂科学讲座的研究,为教师支持的发展提供信息。我们的研究结果表明,高质量的基础科学讲座的特点包括:(1)支持学生公平参与,(2)支持在活动内部和活动之间加深对科学的理解,(3)培养科学的学科素养。在每一个特征中,我们都发现了促进高质量科学演讲的教学实践模式,包括与学科无关的实践,例如确保学生作为课堂社区的一员感到受到重视,以及特定于科学的策略,例如为学生提供有目的的机会参与论证等科学实践。尽管这些研究提供了证据,证明教师可以在小学课堂上支持高质量的科学讲座,但我们讨论说,如果没有基于这些发现的支持系统,这种类型的科学讲座就不太可能发生。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
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.
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