In February, our webinar was delivered by Prof Renée Cole, Univeristy of Iowa, on the topic “Characterizing the nature of classroom discourse“. Recording is below:
Characterizing the nature of classroom discourse
Discourse in the science classroom has been highlighted as an important way that students develop an understanding of scientific concepts. Methods for analyzing student interactions and construction of knowledge and the increased adoption of active learning strategies to teach chemistry provide a unique opportunity to investigate how students develop understandings of fundamental concepts in chemistry, as well as the roles of curricular materials and instructor actions on student reasoning and conceptual growth. Analysis of classroom transcripts and videos provides evidence of the emergence of classroom social norms for reasoning as well as the impact of particular facilitation strategies on student interactions. The insights gained from this work have implications for how instructors can help scaffold student reasoning and promote productive discourse in chemistry classrooms.