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Scientifically speaking: Identifying...

Holthuis, Nicole Inamine.

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Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups./
Author:	Holthuis, Nicole Inamine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
Description:	224 p.
Notes:	Source: Dissertations Abstracts International, Volume: 61-01, Section: A.
Contained By:	Dissertations Abstracts International61-01A.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9924432
ISBN:	9780599240025

Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups.
Holthuis, Nicole Inamine.

Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 224 p.

Source: Dissertations Abstracts International, Volume: 61-01, Section: A.

Thesis (Ph.D.)--Stanford University, 1999.

This item must not be sold to any third party vendors.

In this dissertation I define, document, and analyze the nature of students' science talk as they work in cooperative learning groups. Three questions form the basis of this research. First, what is science talk? Second, how much and what kind of science talk did students do? And, third, what conditions help promote or inhibit students' science talk? This study was conducted in a total of six classrooms in three high schools. I videotaped and audiotaped students as they worked in small groups during the course of an ecology unit. I analyzed this videotape data and field notes using both quantitative and qualitative methods. I define science talk as talk that serves to move students along in terms of the science (both content and process) required or suggested by the activity. More specifically, I identified five epistemological characteristics that delineate what counts as scientific knowledge and, subsequently, science talk. From this definition, I developed an analytic framework and science talk observation instrument to document the quantity and level of student and teacher talk during groupwork. Analysis of the data from this instrument indicates that the overall level of students' science talk is considerable and students do significantly more science talk than school talk. I also found that while the overall level and type of science talk does not vary by class or by school, it does vary by activity type. Finally, my analysis suggests that science talk does not vary by gender composition of the group. I explored the classroom conditions that promote or inhibit science talk during groupwork. My findings suggest that, among other things, teachers can promote science talk by delegating authority to students, by emphasizing content and the big idea, by implementing open-ended tasks, and by modeling science talk. In conclusion, the findings described in this dissertation point teachers and researchers toward ways in which they may improve practice in order to foster more science talk. In addition, my Science Talk Instrument and analytic framework provides teachers, teacher educators, and researchers a means of understanding and evaluating student talk in small groups.

ISBN: 9780599240025Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Cooperative learning

Scientifically speaking: Identifying, analyzing, and promoting science talk in small groups.
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520 $a In this dissertation I define, document, and analyze the nature of students' science talk as they work in cooperative learning groups. Three questions form the basis of this research. First, what is science talk? Second, how much and what kind of science talk did students do? And, third, what conditions help promote or inhibit students' science talk? This study was conducted in a total of six classrooms in three high schools. I videotaped and audiotaped students as they worked in small groups during the course of an ecology unit. I analyzed this videotape data and field notes using both quantitative and qualitative methods. I define science talk as talk that serves to move students along in terms of the science (both content and process) required or suggested by the activity. More specifically, I identified five epistemological characteristics that delineate what counts as scientific knowledge and, subsequently, science talk. From this definition, I developed an analytic framework and science talk observation instrument to document the quantity and level of student and teacher talk during groupwork. Analysis of the data from this instrument indicates that the overall level of students' science talk is considerable and students do significantly more science talk than school talk. I also found that while the overall level and type of science talk does not vary by class or by school, it does vary by activity type. Finally, my analysis suggests that science talk does not vary by gender composition of the group. I explored the classroom conditions that promote or inhibit science talk during groupwork. My findings suggest that, among other things, teachers can promote science talk by delegating authority to students, by emphasizing content and the big idea, by implementing open-ended tasks, and by modeling science talk. In conclusion, the findings described in this dissertation point teachers and researchers toward ways in which they may improve practice in order to foster more science talk. In addition, my Science Talk Instrument and analytic framework provides teachers, teacher educators, and researchers a means of understanding and evaluating student talk in small groups.
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