The Construction of Scientific Ideas in Science Classes of Discourse

Abstract

The importance of language activity has been claimed recently and coordinated learning through discourse has been actively practiced. In this study, we discussed dialogical teaching in science classes by referring to learning-support studies by Scardamalia, M. Analysis of the protocol revealed the following: (1) In classes where construction of scientific ideas is intended, 12 factors were confirmed to work as the intention of the teacher in teaching behavior. (2) It was confirmed that children try to construct scientific ideas through appropriation of the language they express in the classes. (3) Teachers coordinate the learning activities by playing the role of a hub in dialogues with children so that construction of scientific ideas can be contemplated. (4) The theory of Scardamalia, M. about learning support and the theory of Palincsar, S. about teaching behavior can be utilized as structures of teaching analysis.