Classroom talk, participation, and learning: Is all talk good talk?

Date: 
Monday, August 1, 2011
Resource Type:
Research Brief
Audience: 
Elementary School Children (6-10) | Educators/Teachers | Museum/ISE Professionals | Evaluators
Discipline: 
Education and learning science | Social science and psychology
Organization:
Exploratorium
Description: 

In this study, researchers investigated the nature of three different modes of classroom talk—cumulative, exploratory, and disputational—to determine how these modes supported engagement and participation of college-aged students in psychology courses. The article is relevant to ISE educators in that conversation and verbal meaning-making often characterize programs such as science summer camps, afterschool programs, etc. The paper points out how such talk can be made more productive by making it more exploratory in nature.

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