ERIC Number: EJ1450575
Record Type: Journal
Publication Date: 2024-Dec
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
EISSN: EISSN-1573-1901
Exploring Middle School Science Teachers' Error-Reaction Patterns by Classroom Discourse Analysis
Science & Education, v33 n6 p1553-1593 2024
This multiple case study describes error-reaction patterns (ERPs) in middle school science lessons. Twenty-seven science teachers' reactions to student errors were explored in terms of four aspects of classroom discourse: talk move, discursive purpose, communicative approach, and patterns of interaction. Two hundred ninety-six error-reaction occurrence moments captured from 4089 min of science lessons were analyzed. Nine types of ERPs were extracted around three higher-order categories. "monologic declarative and dialectical." The study presents evidence that the declarative error reactions may be a pre-condition to enacting the dialectical ERPs, and the occurrence of ERPs may be teacher-specific. Educational implications are offered regarding the science teacher's noticing of the ERPs.
Descriptors: Middle School Teachers, Science Teachers, Science Instruction, Teaching Methods, Error Patterns, Teacher Response, Discourse Analysis, Interaction, Observation
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A