CORRELATION BETWEEN TEACHERS’ DISCOURSE STRATEGIES AND THE QUALITY OF STUDENTS’ SCIENTIFIC DISCOURSE IN WHOLE-CLASS TEACHING

Shuang Xu; Yanbing Li; Yi Zou; Xiao Huang; Tao Hu

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CORRELATION BETWEEN TEACHERS’ DISCOURSE STRATEGIES AND THE QUALITY OF STUDENTS’ SCIENTIFIC DISCOURSE IN WHOLE-CLASS TEACHING

Title	CORRELATION BETWEEN TEACHERS’ DISCOURSE STRATEGIES AND THE QUALITY OF STUDENTS’ SCIENTIFIC DISCOURSE IN WHOLE-CLASS TEACHING
Publication Type	Journal Article
Year of Publication	2024
Authors	Xu, S, Li, Y, Zou, Y, Huang, X, Hu, T
Journal	Journal of Baltic Science Education
Volume	23
Issue	4
Start Page	786-800
Pagination	Continuous
Date Published	August/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	cognitive demand, discursive move, scientific discourse, teacher’s question, whole-class teaching
Abstract	Teachers’ discourse is instrumental in facilitating the emergence of students’ scientific discourse. Many studies have shown that teachers’ cognitive demand levels and discursive moves are the main factors in eliciting students’ scientific discourse, but few focus on whole-class (non-grouped) teaching settings. This research explored the correlation between teachers’ discourse strategies (the cognitive demand of questions and discursive moves) and students’ scientific discourse quality in whole-class teaching without intervention. Applying the chi-square test, correspondence analysis, and content analysis, the study revealed the correlation structure between teachers’ discourse strategies and students’ scientific discourse quality. The teachers’ lower (remembering and understanding) cognitive demand questions, primarily elicited students’ low-quality (everyday discourse and elementary) scientific discourse responses. High (analyzing and creating) cognitive demand questions, primarily elicited students’ high-quality (moderate and advanced) scientific discourse responses. The teachers’ discursive moves also elicited students’ high-quality scientific discourse, particularly following the teacher’s high cognitive demand questions. High-control discursive moves (e.g., “providing opinion”) elicited students’ moderate scientific discourse responses, and low-control discursive moves (“allocation and organization”) elicited students’ moderate and advanced scientific discourse responses. Based on these findings, suggestions were made for science teachers.
URL	https://oaji.net/articles/2023/987-1724480722.pdf
DOI	10.33225/jbse/24.23.786
Refereed Designation	Refereed
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