Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions-Reference-Cited by-同舟云学术

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Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

Published:2019-11-15 Issue:17 Volume:41 Page:2557-2578
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Lehesvuori Sami¹²^ORCID,Hähkiöniemi Markus¹^ORCID,Viiri Jouni¹^ORCID,Nieminen Pasi¹^ORCID,Jokiranta Kaisa¹^ORCID,Hiltunen Jenna³^ORCID

Affiliation:

1. The Department of Teacher Education, University of Jyväskylä, Finland

2. The Department of Science and Technology Education, University of Johannesburg, Auckland Park, South Africa

3. Finnish Institute for Educational Research, University of Jyväskylä, Finland

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2019.1689586

Reference65 articles.

1. Teacher discursive moves: conceptualising a schema of dialogic discourse in science classrooms

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1. The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation;Cukurova University Faculty of Education Journal;2024-06-13

2. Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education;Science Education;2024-04-29

3. An analysis of students’ perceptions of teachers’ questioning in secondary biology classrooms;Disciplinary and Interdisciplinary Science Education Research;2024-02-01

4. Student-centredness in physics laboratory teaching sessions;Learning, Culture and Social Interaction;2023-12

5. The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools;Thinking Skills and Creativity;2023-12

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