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Zones of Interaction: Differential Access to Elementary Science Discourse

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Bibliographic Details
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
FullText Text:
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  Data: Zones of Interaction: Differential Access to Elementary Science Discourse
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. May 2006 43(5):443-466.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Research%22">Classroom Research</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: 10.1002/tea.20104
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  Data: 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.
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        Value: 10.1002/tea.20104
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        PageCount: 24
        StartPage: 443
    Subjects:
      – SubjectFull: Science Activities
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Classroom Research
        Type: general
      – SubjectFull: Discourse Analysis
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      – SubjectFull: Elementary Education
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      – SubjectFull: Teaching Methods
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      – TitleFull: Zones of Interaction: Differential Access to Elementary Science Discourse
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