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1.
Talking for reasoning among Mexican primary school children 总被引：1，自引：0，他引：1
We analysed the development and promotion of ‘exploratory talk’ as a discursive tool to facilitate collective and individual reasoning in Mexican primary school children, following Mercer et al. (Br. Educ. Res. J. 25 (1999) 95) in the UK equivalent experimental and control groups of primary school children were administered a group and an individual problem-solving test before and after training. Teachers of the experimental groups trained their respective students to use competently exploratory talk to make their reasoning visible to others for solving diverse problems. In contrast with control children, experimental ones used significantly more exploratory talk, and this gain was accompanied by a substantial improvement in group and individual problem-solving. Results confirm sociocultural claims that language can function as a powerful tool to facilitate reasoning in social contexts, confirming previous UK findings. 相似文献
2.
Rupert Wegerif Karen Littleton Lyn Dawes Neil Mercer Denise Rowe 《International Journal of Research & Method in Education》2013,36(2):143-156
This paper reports on a project to explore the impact of promoting exploratory talk as the medium of teaching across the curriculum for 6‐ and 7‐year‐old pupils in three primary schools in the UK. We found that this focus on teaching through exploratory talk (which we call the Thinking Together approach) enabled the children to work together more inclusively and more effectively, improving their social skills and, at the same time, their use of language for reasoning and learning. 相似文献
3.
Research has shown improvements in science, mathematics, and language scores when classroom discussion is employed in school-level science and mathematics classes. Studies have also shown statistically and practically significant gains in children’s reasoning abilities as measured by the Raven’s Standard Progressive Matrices test when employing the practice of “exploratory talk”. While these studies suggest that transfer of learning had taken place, a number of dialog-intensive designs have failed to find positive results, only reported delayed transfer, or have been criticized in terms of methodological rigor, small sample sizes, or because they have only shown small effect sizes. In this study, the claim is made that a particular set of studies which focused on exploratory talk and reasoning abilities, and which used designs that are better positioned to meet the standards mentioned above when presenting data in support of far transfer, provides robust evidence of far transfer within the framework of Barnett and Ceci’s taxonomy of transfer. Possible relationships between exploratory talk, argumentation, and key domains in the science of learning are considered in an attempt to explain the apparent far transfer effects when children engage in exploratory talk. 相似文献
4.
Sylvia Rojas-Drummond Nancy Mazn Manuel Fernndez Rupert Wegerif 《Thinking Skills and Creativity》2006,1(2):84-94
This paper describes research that explored the question of whether or not it is possible to characterise and teach a single type of educationally productive talk. We analysed and compared the quality of children's interactional strategies when jointly working on a reasoning task and a psycholinguistic task. The latter involved writing an integrated summary of three related texts. Sixth grade primary school children (11–12 years old) solved these two tasks as pre- and post-tests before and after training in the use of ‘Exploratory Talk’ (ET) to think together and argue as well as in strategies for producing summaries. After training, children improved substantially in the use of ET when solving the reasoning but not the psycholinguistic task. However, using ethnography of communication methods to analyse the talk further around the latter task revealed that both the number and quality of communicative events and acts increased importantly. These changes were accompanied by a significant improvement in the quality of the summaries produced. These findings suggest that the requirement for explicit reasoning in the definition and analysis of ET may be task dependent. To account for the common features of the educationally productive talk in the two settings, we propose the more inclusive concept of co-constructive talk to characterise the inter-subjective orientation, social ground rules and communicative actions that support effective collaboration, co-ordination and creativity. 相似文献
5.
《British Educational Research Journal》2004,30(3):359-377
Sociocultural researchers have claimed that students' learning of science is a discursive process, with scientific concepts and ways of reasoning being learned through engagement in practical enquiry and social interaction as well as individualized activity. It is also often claimed that interacting with partners while carrying out scientific investigations is beneficial to students' learning and the development of their understanding. The research we describe investigated the validity of these claims and explored their educational implications. An experimental teaching programme was designed to enable children in British primary schools to talk and reason together and to apply these skills in their study of science. The results obtained indicate that (a) children can be enabled to use talk more effectively as a tool for reasoning and (b) talk‐based activities can have a useful function in scaffolding the development of reasoning and scientific understanding. The implications of the findings for educational policy and practice are discussed. 相似文献
6.
Jiangbo Hu Sheila Degotardi Jane Torr Feifei Han 《Early education and development》2013,24(7):872-886
Research Findings: This study examines the frequency of reasoning talk used by 56 educators during their naturally occurring play interactions with infants in their early childhood education and care (ECEC) centers. Using Hasan’s semantic framework, reasons were coded as social (based on social rules) or logical (based on rules of nature). The communicative function of reasoning talk was coded as regulatory (when the reason served to regulate infants’ behavior) or non-regulatory. On average, educators’ reasoning talk comprising only 4.43% of their total talk, with social reasoning used slightly more frequently than logical reasoning. Educators used significantly more social reasoning when regulating infants’ behavior, whereas logical reasoning occurred more frequently during non-regulatory interactions. Educators’ qualification level explained individual differences. Bachelor-qualified educators used significantly more reasoning talk than lower-qualified educators, and this finding was explained by their more frequent use of both social and logical reasoning when regulating infants’ behavior. Practice or Policy: The study identifies reasoning talk as an important element of language environment quality in ECEC infant rooms, and highlights the learning potential of language used for different communicative purposes. Findings demonstrate that well-qualified educators appear well versed to capitalize on the educative potential of this type of talk. 相似文献
7.
The present investigation was concerned with teaching poor readers to use a reflective cognitive style. It was hypothesized that such a strategy would facilitate the reading ability of poor readers. To test this hypothesis, approximately half the poor readers and half the average readers were divided into experimental and control groups. The experimental group of children was taught to delay their responses and to use more efficient search and scanning techniques. All groups were tested before and after training on the Matching Familiar Figures test and the Gates-MacGinitie Reading Test. Poor readers' vocabulary and comprehension scores and level of reflectivity improved following training. It was concluded that imposing slow reading strategies on impulsive children is an important factor in developing educational programs for children with reading disabilities and that teaching poor readers a reflective cognitive strategy may have important consequences on the child's reading performance. 相似文献
8.
Hui Jin Xin Wei Peiran Duan Yuying Guo Wenxia Wang 《International Journal of Science Education》2016,38(2):319-343
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China. 相似文献
9.
《International Journal of Educational Research》2003,39(1-2):99-111
Research in Mexican and British schools provides an empirical basis for arguing that, by the use of certain kinds of interactional strategies, teachers can enable children to become more able in managing individual and joint reasoning and learning activities in the classroom.The research described is based on a sociocultural conception and analysis of education, which focuses on the ways that children can be inducted into the communicative and intellectual activities of the classroom as a ‘community of enquiry’. The research has provided (a) an account of strategies teachers use, and for relating teacher’s scaffolding to the interactive process of knowledge construction; (b) an analysis of ways that children talk when working together on joint activities; and (c) a practical method for promoting children’s effective collaboration, communication, reasoning and learning, successfully tested with British and Mexican primary school children. The results of the research are discussed in relation to a Vygotskian conception of the relationship between ‘intermental’ (social) and ‘intramental’ (psychological) development. 相似文献
10.
Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms
This study investigates whether the generation of exploratory talk in grade seven, second-language science classrooms in the Eastern Cape Province, South Africa, has a positive effect on learners in terms of their problem-solving and reasoning skills and whether socio-cultural milieus (urban, peri-urban and rural settings of schools) have an effect on any cognitive gains that may be made by learners. The findings were that there is a clear and statistically significant improvement in the mean test scores on problem-solving and reasoning of pupils who participated in the classroom discussion initiative (exploratory talk) over those of the comparison groups. This result was consistent in both the first- and second-studies that were undertaken. There was also a significant difference between the gains in problem-solving and reasoning test scores of the three socio-geographical settings in which the participating schools are found. 相似文献
11.
Susan Grieshaber 《Cambridge Journal of Education》2010,40(1):69-85
The integration of computer technologies into everyday classroom life continues to provide pedagogical challenges for school systems, teachers and administrators. Data from an exploratory case study of one teacher and a multiage class of children in the first years of schooling in Australia show that when young children are using computers for set tasks in small groups, they require ongoing support from teachers, and to engage in peer interactions that are meaningful and productive. Classroom organization and the nature of teacher–child talk are key factors in engaging children in set tasks and producing desirable learning and teaching outcomes. 相似文献
12.
The purpose of the present study was to test the hypothesis that student’s abductive reasoning skills play an important role
in the generation of hypotheses on pendulum motion tasks. To test the hypothesis, a hypothesis-generating test on pendulum
motion, and a prior-belief test about pendulum motion were developed and administered to a sample of 5th grade children. A
significant number of subjects who have prior belief about the length to alter pendulum motion failed to apply their prior
belief to generate a hypothesis on a swing task. These results suggest that students’ failure in hypothesis generation was
related to abductive reasoning ability, rather than simple lack of prior belief. This study, then, supports the notion that
abductive reasoning ability beyond prior belief plays an important role in the process of hypothesis generation. This study
suggests that science education should provide teaching about abductive reasoning as well as scientific declarative knowledge
for developing children’s hypothesis-generation skills. 相似文献
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14.
This study investigated whether an intervention using words embedded with pictures can be more effective in sight word instruction than one using words alone. Participants included sixty-nine children in junior kindergarten (ages 4–5) enrolled in school in Ontario, Canada. Children were split randomly into treatment and control groups; the treatment group was taught four words using picture-embedded words, and the control group was taught using text alone. Both groups also received phonics instruction to support sight word acquisition. Children in the picture-embedded word condition performed significantly higher than those in the word-alone condition on an immediate post-training test and later retention tests. This outcome, which contrasts with previous studies using picture-embedded words, may result from this method's use of a relevant linking phrase and action that help build an association between picture and word, as well as its incorporation of phonics instruction, with future work needed to test this hypothesis. 相似文献
15.
Trygve Bergem 《Scandinavian Journal of Educational Research》2013,57(4):193-203
Abstract: Bergem, T. 1986. Teachers' Thinking and Behavior. An Empirical Study of the Role of Social Sensitivity and Moral Reasoning in the Teaching Performance of Student Teachers. Scandinavian Journal of Educational Research 30, 193‐203. The major purpose of the study, which was conducted within the research paradigm of a model aiming at explaining the inner processes producing moral behavior, was to test the assumption of a moral component in teacher behavior. Teaching performance was rated by co‐operating teachers, supervising the teaching of student teachers, according to 14 different scales. Subjects were 83 students in a Mid‐Western University in the U.S.A. The results support the hypothesis of a moral component in teaching. They indicate that individual differences in social sensitivity are significantly related to differences in teacher ratings, while individual differences in moral reasoning are not. 相似文献
16.
Luis C. Moll 《Infancia y Aprendizaje》2013,36(51-52):157-168
AbstractThis paper proposes an alternate model of Vygotsky's zone of proximal development. It is argued that conceptions of the «zone» emphasizing the transfer of skills from adult to child are too narrow, theoretically misleading, and of limited instructional utility. The concept is then examined in relation to Vygotsky's broader theoretical and practical concerns. Examples taken from a recent classroom observational study are provided to illustrate how the concept of the zone can facilitate a critical assessment of children and of the social system created for the children to learn. The focus is on the appropriation and mastery of mediational means, such as writing, assessed not only or necessarily through independent performance after guided practice, but by the ability of children to participate in qualitatively new collaborative activities. The role of the adult isn't to provide structured cues to facilitate performance, but through exploratory talk and other social mediations assist children in taking control of their own learning. The concern is not only with creating individual zones of proximal development, but collective, interrelated zones as part of a teaching system. 相似文献
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18.
Gill Robins 《Literacy》2011,45(2):78-83
This one‐term practitioner research study, conducted with 33 Year 5 children, considers the impact of teaching exploratory talk skills on the learning of the class, with particular consideration of the development of the ability of gifted and talented children to manipulate and control sentence structure to create effect. Beginning with metatalk activities, the class defined new talk rules, putting them into practice in an action‐research project. The study then went on to consider the detailed application of these skills in a focus group of six gifted children. In order to meet with the requirements of a wider study, the impact of this focus group on the learning of the whole class was observed. While many children, both those in the focus group and the wider class, appeared to embrace exploratory talk as a route to independence of the class teacher, some children were more reluctant to engage. The article concludes with an evaluation of the impact of exploratory talk. 相似文献
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20.
《Africa Education Review》2013,10(2):180-192
ABSTRACTEnglish is the language of learning and teaching in most schools in South Africa. The ability of teachers and students to understand and communicate with each other in English contributes to better performance in Science and Technology subjects. This article explores the challenges posed by the use of English in the teaching and learning of Technology at schools in Eastern Cape. The study was undertaken in order to gauge the commonness of problems related to the use of English. The sample for the questionnaire comprised 57 teachers who taught Technology at different schools in the district. Semi-structured interviews were also conducted with five subject specialists in Technology. The findings revealed that the use of English militates against effective learning and teaching of Technology. In order to enhance the communication skills of students, it is recommended that teachers increase dialogue in English by means of small-group discussion, exploratory talk and argumentation. 相似文献