Secondary Science Teacher and Student Framing of Class Discussions: Perspectives From Different Academic Tracks

• In Event: 33.027 - Powerful Practices in Science Teaching

Abstract

This case study of a secondary science teacher and her three tracked chemistry classes investigates the teacher’s beliefs about her role in guiding discussions as it relates to the discourse patterns occurring in her classroom and also the perspective of her secondary students and their beliefs about the purpose of class discussions and the role they play as students. Data sources include student surveys, class observations, and stimulated-recall interviews. While the teacher’s and students’ epistemological framing of class discussion focuses on an authoritative approach, clear differences appear among the students of different academic tracks with respect to their social framing and their role in discussions. Implications relative to science education reform initiatives and the role of classroom culture are discussed.

Author

• Diane H. Silva Pimentel, University of New Hampshire