Classroom dialogue and science achievement

descriptionPublicationkeyboard_double_arrow_right Article 01 Dec 1988 English Publisher:Springer Science and Business Media LLCJournal:Research in Science Education, volume 18, pages 83-94 (issn: 0157-244X, eissn: 1573-1898,

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Authors: John Clarke;

doi: 10.1007/bf02356583

Classroom dialogue and science achievement

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Abstract

This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate, some teachers can do this better than others.

Related Organizations

Harvard University
United States
University of Queensland
Australia

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