Interchangeable Positions in Interaction Sequences in Science Classrooms
In Event: 66.025 - Meaningful Student Engagement in Scientific Discourse and Practice
Sun, April 19, 4:05 to 5:35pm, Hyatt, West Tower - Silver Level, Horner
Triadic dialogue, the typical Initiation, Response, Evaluation sequence of teacher/student interactions, has been identified as a barrier to many students’ access to science learning. In this paper we argue, using examples from a grade 7/8 science inquiry classroom, that triadic dialogue, like other discourse patterns, emerges in precise association with the activities being enacted, regardless of the identity of the players who inhabit the roles in the turn-taking sequence. Although triadic dialogue can have a positive function in students’ learning to act in accord with accepted cultural practice, we suggest that one way to create more equitable access for students to science education, is to provide support for teachers and students creating activities that foster emergence of diverse dialogue patterns.
Carol Ann, Butler Rees, Thompson Rivers University
Wolff-Michael Roth, University of Victoria
Norm Friesen, Boise State University
Norm also presenting in an event on Friday that is co-located with AERA; that info is attached.