Subject Content Knowledge and Teacher Talk in the Primary Science Classroom

Newton, D.P.; Newton, L.D.

Abstract

Investigated whether a background in science would make a difference in the oral interactions of elementary teachers in their science lessons. Observations of 50 British elementary science teachers and comparison of the oral discourse of teachers with and without significant science background indicated that those with a science background asked more subject-relevant and causal questions. (SM)

Citation

Newton, D., & Newton, L. (2001). Subject Content Knowledge and Teacher Talk in the Primary Science Classroom. European Journal of Teacher Education, 24(3), 369-379. https://doi.org/10.1080/02619760220128914

• Journal Article Type: Article
• Publication Date: 2001-10
• Deposit Date: Jan 15, 2007
• Journal: European Journal of Teacher Education
• Print ISSN: 0261-9768
• Electronic ISSN: 1469-5928
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 3
• Pages: 369-379
• DOI: https://doi.org/10.1080/02619760220128914
• Keywords: Oral discourse, Teacher-learner interaction.
• Public URL: https://durham-repository.worktribe.com/output/1600356