The classroom discourse analysis on the change of teaching actions in a dialogue-based lessons of science

Abstract

In this study, an analysis of the classroom discourse was performed in order to identify the changes in teaching actions over the years in interactive science lessons. In the study, the lessons of the same teacher were analyzed for the teaching actions in order to clarify the differences in teaching experience at the interval of 3 years. As a result, it was demonstrated that, as teaching experience was accumulated, the teaching actions of revoicing and annotating were increased, and speeches unrelated to the lessons were reduced.