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dc.contributor.authorLouca, Loucas T.en
dc.contributor.authorZacharia, Zacharias C.en
dc.contributor.authorTzialli, Doraen
dc.creatorLouca, Loucas T.en
dc.creatorZacharia, Zacharias C.en
dc.creatorTzialli, Doraen
dc.date.accessioned2017-07-27T10:42:42Z
dc.date.available2017-07-27T10:42:42Z
dc.date.issued2012
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38282
dc.description.abstractAlthough research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry.en
dc.sourceInternational Journal of Science Educationen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-84864708295&doi=10.1080%2f09500693.2012.671971&partnerID=40&md5=0e54bb409a56c4fbdfa3e5de7627f4aa
dc.titleIdentification, Interpretation-Evaluation, Response: An alternative framework for analyzing teacher discourse in scienceen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/09500693.2012.671971
dc.description.volume34
dc.description.issue12
dc.description.startingpage1823
dc.description.endingpage1856
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesCited By :5en
dc.source.abbreviationInt.J.Sci.Educ.
dc.source.otherScopusen
dc.contributor.orcidZacharia, Zacharias C. [0000-0002-6381-0962]
dc.gnosis.orcid0000-0002-6381-0962


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