Talking the Talk: Are We Getting There?

• In Event: 73.061 - Roundtable Session 32
  In Roundtable Session: 73.061-3 - Science Education Pedagogies 2

Abstract

This study investigates how elementary science teachers develop understandings about teaching science discourse during a four week summer professional development workshop. Perspectives and the extent of teacher use of strategies learned were examined. 58 teachers in grades 4 through 6 from 25 schools participated at 4 public, research-intensive universities situated in a Mid-Atlantic state. Teacher reflections indicate an understanding of the strategies and a belief they were important. Analysis of program transcripts exposed that elementary teachers were guiding students to break the traditional IRF pattern of discourse by probing students to give evidence, but the teachers were wrestling with how to ask open ended questions and guiding the discussion to elicit deeper understanding.

Authors

• Elizabeth Edmondson, Virginia Commonwealth University

• Fahima Choudhry, George Mason University