An interaction between teacher and pupils during the analysis of a problem-oriented task
| Název česky | Interakce mezi učitelem a žáky během analýzy problémově orientovaných úloh |
|---|---|
| Autoři | |
| Rok publikování | 2016 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Our research focuses on the problem-solving (further PS) competence developed by problem-oriented tasks (POT), specifically in the area of Science education. When analysing the tasks, we must see them in the broader context of the learning situation as a whole.A learning situation based on a POT is called a problem learning situation (PLS). When identifying POTs among other learning tasks in instruction; we take into account the PBL approach. Based on available studies (cp. Torp & Sage, 2002 etc.), we distinguish 8 phases of a PLS. These phases form a theoretical model which represents a didactic application of a traditional PS cycle. Out of these we deeply follow Phase 2, especially its organization. Classroom interaction has its specific rules, e.g. a pupil cannot speak without the teacher´s instruction (McHoul, 1978) and a common pattern of communication is IRF (Sinclair, & Coulthard, 1975). In Science instruction especially follow-up may be slightly different (c.f. Chin, 2006). The research sample consists of 10 video recordings of primary Science lessons (5 classes, 2 lessons in each). The data were collected during IRSE Video Study in 2011. A structured nonparticipant observation based on a categorical system that results from the descriptions of the phases of PLS was used for the analysis. To report results we use descriptive statistics. To explore the organisation of P2 we use conversation analysis (ten Have, 2007) which uses fragments of talk as a unit of analysis - in this paper those are the sequences in classroom communication that correspond with P2 of PLSs. So far we have overall results: In our research sample we have identified 522 tasks in total, out of which 41 were POT and were organised in 31 PLS. The most frequent phases were P2 (Analysing), P1 (Initiation) and P5 (Summarisation). Preliminary results of the conversation analysis show that despite the fact that the PS process is framed by IRF exchanges, some of the pupils' interactions occur without the teacher's initiation. Participants' turn-taking differs from the traditional instruction due to these pupil-to-pupil interactions. |