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Knowledge Discourse in Science and History Classrooms in Singapore

Min Pyng ChenLibo GuoCharmaine Ming Shann Sam

出版	Centre for Research in Pedagogy and Practice, National Institute of Education, 2006
URL	http://books.google.com.hk/books?id=K-axzwEACAAJ&hl=&source=gbs_api

註釋"The last 60 years has seen an exponential increase of research on classroom talk (Edwards & Westgate, 1994; Green & Dixon, 2008). However, while efforts have been directed at interactional patterns such as IRE (Initiation-Response-Evaluation), what is taught and learned via classroom interaction has often been neglected (Greenleaf & Freedman, 1993, p. 467; Mortimer & Scott, 2003, pp. 101-102). This paper focuses on the knowledge discourses present in lower secondary science and history classrooms. It recapitulates on the salient features of the first suite of the Digital Curricular Literacies project (Freebody, Hedberg, & Guo et al., 2005), derived from quantitative analyses of the classroom coding activity, and illustrates these with excerpts of transcripts. The salient features reported in this paper are: (1) Applying procedural knowledge; (2) Receiving Conceptual Understanding; and (3) Recalling and reviewing factual knowledge. Transcripts were analyzed using the theoretical frameworks of Basil Bernstein (2000) and Anderson, Krathwohl, et al. (2001). This paper brings to light the knowledge dimensions presented and utilized in Singaporean classrooms, the what of the teaching and learning, and the how, its organizing principles."--[page 1].