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首页> 外文期刊>International Journal of STEM Education >Development of Two-Dimensional Classroom Discourse Analysis Tool (CDAT): scientific reasoning and dialog patterns in the secondary science classes
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Development of Two-Dimensional Classroom Discourse Analysis Tool (CDAT): scientific reasoning and dialog patterns in the secondary science classes

机译：二维课堂话语分析工具（CDAT）的开发：中学科学课中的科学推理和对话模式

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Background In a science classroom, students do not simply learn scientific ways of doing, knowing, and reasoning unless they find ways of appropriating scientific discourse. In the Next Generation Science Standards, major forms of scientific discourse are emphasized as a main part of the Science and Engineering Practices. To enhance student engagement in scientific discourse, teachers need to help students differentiate scientific ways of talking from everyday ways of talking . Thus, science teachers should be able to be aware of the differences to provide opportunities for students to engage in scientific discourse. Results In this study, the classroom discourse analysis tool (CDAT) was developed to help science teachers and educators identify the patterns of their classroom discourse with the lens of scientific reasoning. The CDAT suggests a new way of discourse pattern finding with the two-dimensional graphic organizer and the quantitative data produced by the coding. To pilot the CDAT analysis, 13 videos and transcripts of two middle and one high school teachers’ physical science classes were viewed and analyzed. The results from CDAT coding show illustrative information that characterizes the classroom discourse patterns in relation to scientific reasoning and teachers’ questioning and feedback. A coded CDAT table shows what reasoning components used in the classroom dialogs between the teacher and students. It also shows how students engaged in the dialogs with the variations of their answers by the teacher’s question and feedback. Conclusion The results show the patterns of students’ responses strongly depend on teacher’s question or feedback. In addition, this analysis also generates various quantitative data that represent certain characteristics of the classroom discourse, i.e., length of dialog and the number of reasoning components used. The possible implications of CDAT analysis are to explore the relationships between teachers’ discourse patterns and students’ achievement along with changes in their reasoning skills. Student attitudinal outcomes such as motivations, interests, or self-efficacy could also be compared by the classroom discourse patterns revealed by CDAT. CDAT analysis itself can also be used in a teacher professional development as an intervention to help teachers see their classroom discourse patterns.
机译：背景技术在科学教室中，学生们不会简单地学习科学的做事方式，知识和推理方式，除非他们找到了适合科学话语的方式。在下一代科学标准中，科学论述的主要形式被强调为科学和工程实践的主要部分。为了增强学生在科学话语中的参与度，教师需要帮助学生将科学的谈话方式与日常的谈话方式区分开。因此，理科教师应该能够意识到这些差异，从而为学生提供参与科学话语的机会。结果在本研究中，开发了课堂话语分析工具（CDAT），以帮助科学教师和教育者从科学推理的角度识别其课堂话语的模式。 CDAT提出了一种使用二维图形组织器和编码产生的定量数据的话语模式发现的新方法。为了进行CDAT分析，我们对2所中学和1所中学教师的物理科学课的13个视频和成绩单进行了查看和分析。 CDAT编码的结果显示了说明性信息，这些信息表征了与科学推理以及教师的提问和反馈有关的课堂话语模式。编码的CDAT表显示了在老师和学生之间的课堂对话中使用了哪些推理组件。它还显示了学生如何通过教师的问题和反馈来回答自己的问题，并进行对话。结论结果表明，学生的回应方式很大程度上取决于老师的问题或反馈。另外，该分析还生成代表课堂话语的某些特征的各种定量数据，即对话的长度和所使用的推理组件的数量。 CDAT分析的可能含义是探索教师的话语模式与学生的成就之间的关系以及他们的推理能力的变化。学生态度的结果，例如动机，兴趣或自我效能，也可以通过CDAT揭示的课堂话语模式进行比较。 CDAT分析本身也可以用于教师专业发展，作为帮助教师了解其课堂话语模式的干预措施。

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