Unwieldy Situations in Science Classroom Discussions: What Skilled Facilitators Do to Move the Group Forward

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

One of the many obstacles to science teachers using classroom discourse to promote science learning are unwieldy situations - situations that arise in classroom discussions that are difficult to respond to. Yet extant literature addressing such situations, and what teachers can do when they happen, is very limited. Using transcripts of science consensus discussions that took place in the context of Next Generation Science Exemplar (NGSX) professional development sessions, we identify and describe three common unwieldy situations - participants saying something unclear, putting forth an inaccuracy, and offering a complete and accurate explanation of a phenomenon early in the discussion. We also examine how facilitators responded to these situations. Implications for further research and instructional practice are discussed.

Authors

• Leslie Duhaylongsod, Salem State University

• Renee A. Affolter, University of Massachusetts - Amherst

• Catherine O'Connor, Boston University

• Sarah Michaels, Clark University

• Margaret Foster, Clark University