Analysing Interaction in Science Classrooms
One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targ...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | Danish |
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Malmö University Press
2023-02-01
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| Series: | Educare |
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| Online Access: | https://publicera.kb.se/educare/article/view/45599 |
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| _version_ | 1850051009515094016 |
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| author | Kristina Danielsson Ewa Bergh Nestlog Fredrik Jeppsson Kok-Sing Tang |
| author_facet | Kristina Danielsson Ewa Bergh Nestlog Fredrik Jeppsson Kok-Sing Tang |
| author_sort | Kristina Danielsson |
| collection | DOAJ |
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One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks.
Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| format | Article |
| id | doaj-art-b11a5942dbb44efebd84edf396c1a631 |
| institution | DOAJ |
| issn | 2004-5190 |
| language | Danish |
| publishDate | 2023-02-01 |
| publisher | Malmö University Press |
| record_format | Article |
| series | Educare |
| spelling | doaj-art-b11a5942dbb44efebd84edf396c1a6312025-08-20T02:53:16ZdanMalmö University PressEducare2004-51902023-02-01110.24834/educare.2023.1.752Analysing Interaction in Science ClassroomsKristina Danielsson0https://orcid.org/0000-0002-4842-7869Ewa Bergh Nestlog1https://orcid.org/0000-0002-3863-6122Fredrik Jeppsson2https://orcid.org/0000-0001-6787-7788Kok-Sing Tang3https://orcid.org/0000-0002-2764-539XStockholm University and Linnaeus UniversityLinnaeus UniversityLinköping UniversityCurtin University, Perth, Australia One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education. https://publicera.kb.se/educare/article/view/45599Classroom discourseCommunicative approachScience educationSpeech functionsSystemic functional linguistics |
| spellingShingle | Kristina Danielsson Ewa Bergh Nestlog Fredrik Jeppsson Kok-Sing Tang Analysing Interaction in Science Classrooms Educare Classroom discourse Communicative approach Science education Speech functions Systemic functional linguistics |
| title | Analysing Interaction in Science Classrooms |
| title_full | Analysing Interaction in Science Classrooms |
| title_fullStr | Analysing Interaction in Science Classrooms |
| title_full_unstemmed | Analysing Interaction in Science Classrooms |
| title_short | Analysing Interaction in Science Classrooms |
| title_sort | analysing interaction in science classrooms |
| topic | Classroom discourse Communicative approach Science education Speech functions Systemic functional linguistics |
| url | https://publicera.kb.se/educare/article/view/45599 |
| work_keys_str_mv | AT kristinadanielsson analysinginteractioninscienceclassrooms AT ewaberghnestlog analysinginteractioninscienceclassrooms AT fredrikjeppsson analysinginteractioninscienceclassrooms AT koksingtang analysinginteractioninscienceclassrooms |