Student-Teacher Interactions Supporting Reasoning in Taiwanese Astronomy Classrooms

• In Event: Roundtable Session 105
  In Roundtable Session: A Cross-National Exploration of Quality Learning and Reasoning in Elementary Science

Abstract

Objectives or purposes
With increasing collaboration among science educators globally, it is important to create opportunities for sharing research findings on approaches to improve students’ science learning. To understand how student-teacher interactions support scientific reasoning, this study explores two Taiwanese teachers’ pedagogical practices in their astronomy classrooms. The authors identify areas of divergence between teachers’ pedagogical practices and Taiwan’s educational norms, and examine types of student-teacher interactions that may contribute to quality reasoning and learning.
Theoretical framework
There have been various ways to explore models/forms of reasoning and approaches to enhance reasoning and promote quality learning in science classrooms (Biggs & Collis, 1982; Hackling, Smith & Murcia, 2010; Hogan, & Fisherkeller, 2004; Klahr & Dunbar, 1988; Tytler & Peterson, 2005). From a socio- cultural perspective, it is important to implement communicative approaches to develop a discourse of inquiry that will generate productive classroom talk for enhancing students’ scientific literacy (Hackling, Smith & Murcia, 2010). Since traditional classroom teaching and learning culture often imposes itself upon teachers and learners, shaping attitudes to the discipline, teacher-student dynamics, and pedagogical practices, analysis of the cultural myths embedded in classroom interactions yields important information about why classroom experiences are as they are and provides a platform for considering system reform or pedagogical change in science education (Tobin & McRobbie, 1996). Therefore, this study explored pedagogical practices and student-teacher interactions that support learning and reasoning in science classrooms.
Methods and data sources
Data were collected from two elementary astronomy classrooms (one on “the stars” the other on “the moon”). Methods included video capture, from two vantage points, of classroom interactions and ethnographic analysis of classroom discourse, and analysis of teacher and student interviews. Each astronomy unit consisted of eight, 90-minute classes spanning four weeks. Investigative interviews were conducted with the teachers and students concerning teachers’ beliefs and practices and students’ reactions to their learning experiences. Interviews were audio-recorded and used to elicit participant teachers’ reflection upon their pedagogical practices.
Results
After the four-week observational period of each classroom, the research team found that both participant teachers, though applying different strategies and varied teaching styles, successfully teach science by deviating from cultural learning expectations in meaningful ways. The research team also found that both teachers approached the teaching material in a way that is culturally novel by involving humorous but exploratory dialogues that are meaningful to students. Going beyond students’ prior learning habits/cultural expectations, both teachers introduce a spirit of inquiry into their classrooms and created different interactions and opportunities to arouse students’ interest and attention, and have them experiment with new ideas and reasoning. The paper will particularly address the types of student-teacher interactions that profoundly impacted student learning and reasoning in these classrooms.
Scientific or scholarly significance
The paper will help better understand what types and in what ways student-teacher interactions can help promoting quality learning and reasoning in a science classroom. It will also contribute to methodological exploration of video capture and ethnographic analysis of classroom interactions in cross cultural comparative studies.

Authors

• Chao-Ti Hsiung, National Taipei University of Education

• Ch-Ling Wu, National Taipei University of Education

• Hsiao-Lan S. Chen, National Taiwan Normal University