dc.contributor.author |
Khoza, Hlologelo Climant
|
|
dc.date.accessioned |
2023-05-11T10:30:25Z |
|
dc.date.available |
2023-05-11T10:30:25Z |
|
dc.date.issued |
2023-03 |
|
dc.description.abstract |
Teachers’ responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the notion of noticing and responding with a suitable discursive move is important for science teachers to drive interaction. I use data from two South African science teachers’ lessons and video-stimulated recall interviews (VSRI) to show instances where they employed specific discursive moves as a result of noticing and the interaction unfolded in a dialogic manner and instances where they ‘failed’ to notice a pertinent feature of a student’s contribution and the interaction did not move beyond the initiation-response-evaluation (IRE) triad. I discuss the significance of teacher noticing in science classrooms as it influences how the interaction unfolds. I also offer implications for pre-service science teacher education. |
en_US |
dc.description.department |
Science, Mathematics and Technology Education |
en_US |
dc.description.librarian |
hj2023 |
en_US |
dc.description.uri |
https://www.ijopr.com |
en_US |
dc.identifier.citation |
Khoza, H.C. 2023, 'Teacher noticing as a driver of interaction patterns in science classrooms', Journal of Pedagogical Research, vol. 7, no. 1, pp. 53-66, doi : 10.33902/JPR.202318784. |
en_US |
dc.identifier.issn |
2602-3717 (online) |
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dc.identifier.other |
10.33902/JPR.202318784 |
|
dc.identifier.uri |
http://hdl.handle.net/2263/90643 |
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dc.language.iso |
en |
en_US |
dc.publisher |
Şahin Danişman |
en_US |
dc.rights |
This is an open access article distributed under the Creative Commons Attribution License. |
en_US |
dc.subject |
Noticing |
en_US |
dc.subject |
Interaction |
en_US |
dc.subject |
Discursive moves |
en_US |
dc.subject |
Authoritative discourse |
en_US |
dc.subject |
Dialogic discourse |
en_US |
dc.title |
Teacher noticing as a driver of interaction patterns in science classrooms |
en_US |
dc.type |
Article |
en_US |