Year 2019, Volume 3 , Issue 2, Pages 114 - 137 2019-11-24

Üretken Sınıf Söyleminin Göstergeleri ve Destekleyici Söylemsel Hamleler: Etkili Fen Eğitimi için Sistematik Bir Derleme
Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching

Yılmaz SOYSAL [1]


Bu çalışma üretken sınıf söylemi (ÜSS) türlerini ve öğretmenin söylemsel hamlelerini (ÖSH) ya da fen öğretimi bağlamında üretken diyalogları destekleyen öğretmen konuşma hamlelerini derinlemesine araştırmayı amaçlamaktadır. Bu amaçla 67 çalışma geniş bir araştırmalar havuzundan seçilmiş ve derinlemesine incelenmiştir. ÜSS adına beş tematik gösterge ortaya çıkarılmıştır. Bunlar “sınıf içi konuşmalardaki netlik ve anlaşılırlık”, “sınıf içi konuşmalardaki meydan okumalar”, “sınıf içi konuşmalarda hesap verilebilirlk-gerekçelendirme-otorite”, “yoğun söylem-yönelimli üst-bilişsel aktivite” ve “rol model olarak öğretmendir”. Bununla birlikte, ÜSS’nin herhangi bir göstergesinin sınıf içinde var edilmesini desteklediği düşünülen altı ÖSH seti ilgili literatürden elde edilmiştir. Bunlar “iletişmsel hamleler”, “çeldirici hamleler”, “değerlendirmeci-eleştirici-yargılayıcı hamleler”, “izleme-çerçeveleme hamleleri”, “kanıt için arayışta olmak hamleleri” ve “bilimsel süreçleri modelleme hamleleridir”. ÜSS göstergeleri ve destekleyici ÖSH’ler arasındaki ilişkiler maddi birleştirmeler yapılarak ve sınıf içi örnekler sunularak yeniden yorumlanmıştır. Fen öğretmenleri ve fen eğitimcileri için birçok öneride bulunulmuştur.   

This study intended to delve into productive classroom talk (PCT) typologies and sets of teacher discursive moves (TDMs) or talk moves supporting yielding dialogues in the context of teaching science. For this purpose, 67 studies were selected from a larger research pool and examined in a fine-grained manner. Five themes or indicators of the PCT were extracted. These are “clarity and intelligibility of the talks”, “critiques in the talk”, “accountability-justification-authority”, “intense discursively-oriented metacognitive activity” and “teacher as the discursive role model”. In addition, six sets of TDMs were extracted from the literature that are thought as supporting for the actualisation of a PCT indicator. These are communicating, challenging, evaluating-judging-critiquing, monitoring-framing, seeking for evidence and modelling-rehearsing aspects of processes of science. The relations between indicators of the PCT and supporting TDMs were reinterpreted by making concrete combinations and presenting in-class instances. Several recommendations were offered for science teachers and science teacher educator.      

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Primary Language en
Subjects Education and Educational Research
Journal Section Articles
Authors

Orcid: 0000-0003-1352-8421
Author: Yılmaz SOYSAL (Primary Author)
Institution: ISTANBUL AYDIN UNIVERSITY
Country: Turkey


Dates

Publication Date : November 24, 2019

Bibtex @research article { aebd642246, journal = {Academy Journal of Educational Sciences}, issn = {}, eissn = {2602-3342}, address = {akademiegitimbilimleri@gmail.com}, publisher = {Abdullah KALDIRIM}, year = {2019}, volume = {3}, pages = {114 - 137}, doi = {10.31805/acjes.642246}, title = {Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching}, key = {cite}, author = {SOYSAL, Yılmaz} }
APA SOYSAL, Y . (2019). Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching. Academy Journal of Educational Sciences , 3 (2) , 114-137 . DOI: 10.31805/acjes.642246
MLA SOYSAL, Y . "Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching". Academy Journal of Educational Sciences 3 (2019 ): 114-137 <http://journal.acjes.com/en/issue/50264/642246>
Chicago SOYSAL, Y . "Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching". Academy Journal of Educational Sciences 3 (2019 ): 114-137
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EndNote %0 Academy Journal of Educational Sciences Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching %A Yılmaz SOYSAL %T Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching %D 2019 %J Academy Journal of Educational Sciences %P -2602-3342 %V 3 %N 2 %R doi: 10.31805/acjes.642246 %U 10.31805/acjes.642246
ISNAD SOYSAL, Yılmaz . "Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching". Academy Journal of Educational Sciences 3 / 2 (November 2019): 114-137 . https://doi.org/10.31805/acjes.642246
AMA SOYSAL Y . Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching. ACJES. 2019; 3(2): 114-137.
Vancouver SOYSAL Y . Indicators of Productive Classroom Talk and Supporting Discourse Moves: A Systematic Review for Effective Science Teaching. Academy Journal of Educational Sciences. 2019; 3(2): 137-114.