Prioritising the affective : analysis of classroom discourse of a junior secondary science lesson

This article analyses the classroom discourse of a junior secondary science lesson that emphasised affective learning. It shows that such discourse orientation appears to be useful in helping pupils develop confidence and motivation in learning science. The descriptions and interpretation presented...

Full description

Saved in:
Bibliographic Details
Published inTeaching science (Deakin West, A.C.T.) Vol. 50; no. 4; pp. 6 - 12
Main Authors B. H. Yung, P. Tao
Format Journal Article
LanguageEnglish
Published Deakin Australian Science Teachers Association 01.12.2004
Subjects
Classroom Communication
Confidence
Data Analysis
Evaluation
Humanistic education
Motivation
Science Teachers
Science teaching
Student teacher relationship
Year 7
Hong Kong
Online AccessGet full text

Cover

More Information
Summary:This article analyses the classroom discourse of a junior secondary science lesson that emphasised affective learning. It shows that such discourse orientation appears to be useful in helping pupils develop confidence and motivation in learning science. The descriptions and interpretation presented provide images of classroom practices that may be conducive to enhancing science learning. The authors analyse the classroom discourse of a year 7 science lesson in a Hong Kong school in which the teacher tried to develop not only pupils' cognitive abilities in learning science but also their confidence and motivation to do so. [Introduction, ed]
Bibliography:Refereed article. Includes bibliographical references.
Teaching Science; v.50 n.4 p.6-12; Summer 2004
TS.jpg
ISSN:1449-6313
1839-2946