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

Chapitre de livre


État de publication: Publiée (2010 ,14 Mai )

Titre du livre: New Science of Learning: Cognition, computers and Collaboration in Education

Éditeur: Springer

Lieu: New York, États-Unis


Intervalle de pages: 485-502

ISBN: 978-1-4419-5715-3


Résumé: 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.