A Study Regarding the Supportive Interventions by Teachers' Revoicing in Science Classes

Abstract

This study aims to adapt a conflict map to the learning of conceptual changes of dissolution as a cognitive approach. Conflict 2 was solved through the introduction of "another proper concept related to scientific concepts" on the conflict map. The subject for the research, in this regard, was the conceptualization of uniformity in an aqueous solution which was taught in the first year of junior high school. From the ethnomethodological point of view, how supportive the interventions by teachers' revoicing function were in this conceptualization was verified. This study, in a phase of solving Conflict 2, which is significant in scientific conceptualization, set "the concept of microparticulated solvent" as "another proper concept related to scientific concepts". Through the process of eliciting this concept of microparticulated solvent from students and expressing the relation of solute and solvent as a "perceptual event", they solved Conflict 2 and formed the scientific conceptualization of uniformity. In the process of forming "the concept of microparticulated solvent", it was verified that the supportive interventions by teachers' revoicing were feedback through paraphrasing, interpretations that help students find new perspectives, and reformulation.