The aim of our study is to investigate the classroom discourse interactive sequences generated by the teachers' questions. For this purpose, we collected observational data in three Italian primary school classes through the videorecordings of several activities. Analyses were carried out on all questions that teachers directed to their pupils, and on the successive sequence of interaction (answers by pupils and uptake by teachers). The results show that classroom practices are dominated by patterns of discourse which are more concerned with the teacher telling and controlling the interaction than with the construction of collective and real dialogic discourse.
Classroom dialogic discourse: An observational study / Luisa Molinari;Consuelo Mameli. - ELETTRONICO. - 2:(2010), pp. 3857-3860. (Intervento presentato al convegno 2nd World Conference on Educational Sciences, WCES-2010 tenutosi a Istanbul; Turkey nel 4 February 2010 through 8 February 2010) [10.1016/j.sbspro.2010.03.604].
Classroom dialogic discourse: An observational study
MOLINARI, LUISA MARIA EMILIA EDOARD;MAMELI, CONSUELO
2010
Abstract
The aim of our study is to investigate the classroom discourse interactive sequences generated by the teachers' questions. For this purpose, we collected observational data in three Italian primary school classes through the videorecordings of several activities. Analyses were carried out on all questions that teachers directed to their pupils, and on the successive sequence of interaction (answers by pupils and uptake by teachers). The results show that classroom practices are dominated by patterns of discourse which are more concerned with the teacher telling and controlling the interaction than with the construction of collective and real dialogic discourse.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
