| Abstract: | The interactions of a primary school teacher with her class during two sessions of science are analysed to find the extent to which the teacher can be considered to be assisting the performance of her class. The qualitative analysis is in terms of both Tharp and Gallimore's six assisting behaviours and Coulthard's 'initiation-response-feedback' pattern for typical classroom discourse. The teaching shows features which suggest children's science concepts are being developed and features which are consistent with assisted performance, though it is not possible to show a causal relationship between these two aspects. It is suggested that there would be potential for exploring assisted performance further as a framework for teaching for conceptual development in primary science. |
