The Types of Teachers'Assessment Discourse and Its Impact on Student Scientific Practice in Primary School Science Classrooms
Scientific practice is an important way to cultivate students'scientific literacy,and teacher assessment discourse has a significant impact on students'scientific practice.The study used a lagged behavior sequence analysis method and ex-plored the types of teacher assessment discourse and their impact on students'scientific practice based on 20 class videos of four primary school science teachers.The results showed that there are six types of teacher assessment discourse in primary school science classrooms,with teachers mainly using open eliciting discourse and inferential response discourse.There are 16 significant behavioral sequences between teacher assessment discourse and student scientific practice,and different types of teacher assessment discourse have different impacts on students'investigating practice,sensemaking practice,and cri-tiquing practice.Teachers use high cognitive questions to inspire students to design research plans and processes based on their existing experiences.Using multi-level questioning responses to enhance students'scientific and logical analysis and interpretation of data.Inferential responses can guide students to provide sufficient evidence for argumentation.
primary school science classroomassessment discoursescientific practice
国家科技期刊平台
NSTL
万方数据
