Poster #12 - Building Community Knowledge: Teacher Discourse Moves That Support Interthinking

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-3 - Research on Science Teaching and Learning Poster Session 1

Abstract

Dialogic interactions are an important way that students build knowledge. Supporting this kind of engagement in the classroom requires creating a “sound social space” (Tolmie et al., 2010) for productive work. This paper begins to empirically examine how a teachers’ implicit messaging is delivered through discourse moves, and whether and how students take up these messages and apply them in their own learning. We know that a teacher’s moves can impact the way students see themselves as participants in the classroom (Hand, 2010; Manz, 2015; Russ, 2018; Stroupe, 2014), so seeing whether and how students take up these messages is important for understanding how discursive moves can function as a tool for apprenticeship into a community of practice.

Authors

• Susan Bromley Kelly, University of Illinois at Urbana-Champaign

• Christina Krist, University of Illinois at Urbana-Champaign