2012 Volume 52 Issue 3 Pages 131-141
This research investigates the characteristics of design bases that are used by proficient teachers. As methodology for research, analysis by the method of IRF utterance sequence is conducted in line with a process of problem resolution in science classes. For Initiation (I) by teachers, they used 'Process elicitation in Question' and 'Choice elicitation in Question'. By doing so, teachers created the knowledge network while they made students reconsider their ideas, generated more questions, and extended their thoughts. On the contrary, the amounts of directives while students gave presentations about result or they discussed it among other students became obstructive factors that made their thoughts generalized. For Reply (R) by students, teachers tried to spread their ideas around the class by accepting their 'operant responding'. It is figured out that operant utterances by students and the way teachers pick up these utterances into classes are composing the designs for classes. For Feedback (F) by teachers, they used 'Prompts in Evaluation', 'Sanction in Evaluation', 'Repeat the elicitation in Evaluation', and 'Repetition'. By doing so, teachers strengthened the knowledge network while they introduced students' ideas into a whole class, encouraged them to utter, and deepened their thoughts.
