Expert teachers’ discursive moves in science classroom interactive talk Tytler, Russell and Aranda, George 2015, Expert teachers’ discursive moves in science classroom interactive talk, International journal of science and mathematics education, vol. 13, no. 2, pp. 425-446, doi: 10.1007/s10763-015-9617-6. Attached Files Name Description MIMEType Size Downloads Title Expert teachers’ discursive moves in science classroom interactive talk Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Aranda, George orcid.org/0000-0001-8707-8107 Journal name International journal of science and mathematics education Volume number 13 Issue number 2 Start page 425 End page 446 Total pages 22 Publisher Springer Place of publication Berlin, Germany Publication date 2015-04 ISSN 1571-0068 1573-1774 Keyword(s) Dialogic-authoritative discourse Elementary school science classroom practice Expert teachers of science Interactive classroom talk Teacher discursive moves Teacher response to student input Video classroom analysis Social Sciences Education & Educational Research LEARN Summary It is well established that teacher-student interactive talk is critically important in supporting students to reason and learn in science. Teachers’ discursive moves in responding to student input are keys to developing and supporting a rich vein of interactive discussion. While initiation-response-evaluation (IRE) sequences have been shown to dominate science classroom discourse patterns worldwide, teacher ‘prompts’ are important for opening up opportunities for reasoning and higher level learning. This paper describes the analysis of video sequences for five expert elementary teachers across three countries to develop a coding scheme for these teachers’ ‘discursive moves’ to guide and respond to student inputs, that unpacks more completely the strategies they use to develop interactive discussion. The analysis showed varied patterns of knowledge transaction, with teacher discursive moves serving three broad purposes: to elicit and acknowledge student responses, to clarify and to extend student ideas. The patterns of talk were also related to the dialogic-authoritative distinction in analysis of talk, to show that this distinction is only clear for particular types of expert practice. While the particular moves teachers use vary across parts of lessons we argue that they are revealing of teachers’ particular beliefs and of systemic constraints, and that there exist patterns in the use of the discursive categories that capture how expert teachers build deeper level knowledge in classroom interactive talk. We describe ways in which the analysis can inform science teacher education and the professional learning of teachers of science. Language eng DOI 10.1007/s10763-015-9617-6 Field of Research 130302 Comparative and Cross-Cultural Education 130212 Science, Technology and Engineering Curriculum and Pedagogy 130105 Primary Education (excl Maori) Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2015, Ministry of Science and Technology, Taiwan Persistent URL http://hdl.handle.net/10536/DRO/DU:30074763 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 29 Jul 2015, 23:01:38 EST Wed, 29 Jul 2015, 23:02:57 EST Thu, 30 Jul 2015, 05:02:20 EST Thu, 30 Jul 2015, 08:16:33 EST Mon, 15 Feb 2016, 12:01:59 EST Tue, 16 Feb 2016, 05:07:33 EST Thu, 18 Feb 2016, 09:01:54 EST Thu, 18 Feb 2016, 09:06:52 EST Thu, 10 Nov 2016, 11:32:26 EST Fri, 21 Apr 2017, 07:11:11 EST Filtered Full Citation counts:   Cited 21 times in TR Web of Science Cited 30 times in Scopus Search Google Scholar Access Statistics: 763 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Mon, 15 Feb 2016, 12:01:59 EST

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