Search

The purpose of this study was to investigate how concept cartoons, together with other diagnostic and scaffolding tools, could be used in formative assessment, to stimulate talk and argumentation among students in small groups, as part of peer-assessment and self-assessment; and to provide diagnostic feedback about students' misconceptions to the teacher for teaching towards conceptual change. Two classes of Primary 5 and 6 students worked in small groups to discuss the opposing viewpoints posed by the cartoon characters, using scaffolding tools to guide their discussions and to evaluate, challenge, and document each others' ideas. Students also used drawings to depict their ideas. The conversation from one group was audio-taped. These tools provided a record of students' thinking in a form that was accessible to the teacher for monitoring and feedback purposes. Findings showed dialogic talk and interactive argumentation among students where they made their reasoning visible. Students' assertions and questions had formative potential as they encouraged exploratory and reflective discourse by drawing upon each others' ideas. The teacher's discursive practices, as well as her role in designing scaffolding structures for supporting 'assessment conversations' when using concept cartoons and in devising strategies that take into account students' conceptual and epistemic thinking, are emphasised. (Contains 3 figures.)

The purpose of this study was to (a) develop an analytical framework that represents classroom talk and questioning in science, (b) find out how teachers use questioning to engage their students in thinking about conceptual content that enables the construction of knowledge, and (c) identify the various forms of feedback provided by teachers in the follow-up move of the initiation-response-follow-up format of teaching exchange. Several lessons from Year 7 classes were observed across a variety of lesson structures such as expository teaching, whole-class discussions, laboratory demonstration, and hands-on practical work. The lessons were audiotaped and videotaped. Transcripts of the lessons were made and analysed, with particular attention paid to interactions that involved questions. Using the "Questioning-based Discourse" analytical framework developed in this study, four different types of feedback were identified. Interactional issues related to ways of speaking and questioning that encourage student responses and thinking are addressed. This information provides a description of what constitutes effective discourse in science teaching and learning, and will also be useful for both teachers and teacher-educators in identifying an appropriate repertoire of skills for subsequent teacher education and professional development. (Contains 7 tables and 1 figure.)

Identifies the types of questions that students ask during science learning. Explicates the role of students' questions in the knowledge construction process, particularly in educational discourse. Investigates the relationship between students' questions and approaches to learning and discusses some emergent issues related to student questioning. Uses observations and interviews with six grade 8 students. (Author/LM)