Classroom Communication of Science

摘要

This project analyzes the regular patterns of social interaction in science classrooms and the verbal and nonverbal strategies by which the science content of lessons is communicated. Based on observation and recording of 60 lessons by 20 teachers in secondary schools and a university, the project has identified: (1) the principal classroom situation types and rules of behavior observed in each of them; (2) the principal strategies by which the system of scientific meanings being taught is expressed in classroom dialogue; (3) the rules observed by teacher and students concerning what is a 'proper' way to talk science; and (4) the relations between teachers' observing or breaking these rules and the likelihood of students showing attentiveness to the lesson.