Knowledge Building/Knowledge Forum®: The transformation of classroom discourse

                                                        

Chapitres de livre

Contributors: 
Lamon, Mary (Auteur)
Khine, Myint Sw (Auteur du livre)
Saleb, Issa (Auteur du livre)
Publication status: 
2010, 14 mai
Book title: 
New Science of Learning: Cognition, computers and Collaboration in Education
Publisher: 
Springer
Place: 
New York, États-Unis
Page range: 
485-502
ISBN: 
978-1-4419-5715-3
DOI: 
10.1007/978-1-4419-5716-0
Abstract: 
Several studies have indicated that meaningful discourse is the most relevant classroom variable for learning; but is not pervasive in North American schools (Applebee, 1996). Traditionally, and unlike conventional conversation or dialogue in research or professional communities, classroom discourse typically conforms to a participation structure controlled by the teacher. Teachers ask most questions, call on students to answer, and allocate turns (Greenleaf & Freedman, 1993). The discourse between teacher and students is then limited to a format with the purpose of transmitting information where the teacher already knows the answer.
Exercice annuel: 
2010-2011