Zones of Interaction: Differential Access to Elementary Science Discourse
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| Title: | Zones of Interaction: Differential Access to Elementary Science Discourse |
|---|---|
| Language: | English |
| Authors: | Shepardson, Daniel P., Britsch, Susan Jane |
| Source: | Journal of Research in Science Teaching. May 2006 43(5):443-466. |
| Availability: | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Elementary Secondary Education Grade 4 Intermediate Grades |
| Descriptors: | Science Activities, Interaction, Classrooms, Elementary School Science, Cooperative Learning, Grade 4, Science Instruction, Science Education, Classroom Research, Discourse Analysis, Elementary Education, Teaching Methods |
| DOI: | 10.1002/tea.20104 |
| ISSN: | 0022-4308 |
| Abstract: | This study investigated teacher-child interaction within small-group science activities in a fourth-grade classroom. This qualitative study revealed three "zones of interaction," or teacher-child interaction categories: Individual Zones of Interaction, Multiple Zones of Interaction, and a Collective Zone of Interaction. Each zone was further shaped by either a procedural, conceptual, or managerial focus for the interaction. These zones granted children differential levels of access to the teacher's knowledge. Based on these data and findings, we propose a discourse model for elementary science classrooms that encompasses talk, materials, knowledge, engagement, and power. |
| Abstractor: | Author |
| Entry Date: | 2007 |
| Accession Number: | EJ760149 |
| Database: | ERIC |
| Abstract: | This study investigated teacher-child interaction within small-group science activities in a fourth-grade classroom. This qualitative study revealed three "zones of interaction," or teacher-child interaction categories: Individual Zones of Interaction, Multiple Zones of Interaction, and a Collective Zone of Interaction. Each zone was further shaped by either a procedural, conceptual, or managerial focus for the interaction. These zones granted children differential levels of access to the teacher's knowledge. Based on these data and findings, we propose a discourse model for elementary science classrooms that encompasses talk, materials, knowledge, engagement, and power. |
|---|---|
| ISSN: | 0022-4308 |
| DOI: | 10.1002/tea.20104 |
