کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
364356 621055 2015 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Favoring argumentative disciplinary discussions in the classroom. A study of teacher's questions at undergraduate and graduate levels
ترجمه فارسی عنوان
طرفدار بحث انضباطی استدلالی در کلاس درس. یک مطالعه از سوالات معلم در سطوح کارشناسی و کارشناسی ارشد
کلمات کلیدی
استدلال؛ آموزش عالی؛ تحقیق کیفی؛ تعامل دانش آموز به معلم؛ استراتژی های تدریس
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی

This study sets out to examine the teacher's questions to their students during argumentative disciplinary discussions in the classroom, i.e., task-related argumentative discussions concerning the discipline taught in the course, with the aim to compare the types of questions used at undergraduate and graduate levels. The data corpus is constituted by 16 video-recorded lessons (about 24 h of video) of two courses – one at the undergraduate level and one at the graduate level – in Developmental Psychology. The two courses were selected according to the following criteria: i) similar number of students, ii) similar disciplinary domain, and iii) both courses are taught by the same teacher in English language. The findings of this study show that at the undergraduate level, the teacher asks broad questions to her students with the aim to favor a large discussion with and among students around general topics relating to Developmental Psychology. At the graduate level the teacher asks specific questions that refer to scientific theories or to certain aspects of a theory in the field of Developmental Psychology. Moreover, at the graduate level both types of teacher's questions are often followed by a further why-questions asked to the students.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning, Culture and Social Interaction - Volume 7, December 2015, Pages 97–108
نویسندگان
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