Talking about Science: An Interpretation of the Effects of Teacher Talk in a High School Science Classroom.

Moje, Elizabeth B.

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Peer reviewed

ERIC Number: EJ504103

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-4308

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Talking about Science: An Interpretation of the Effects of Teacher Talk in a High School Science Classroom.

Moje, Elizabeth B.

Journal of Research in Science Teaching, v32 n4 p349-71 Apr 1995

Presents results of an interactionist analysis of data from a two-year ethnographic study of one high school chemistry classroom. Findings indicate that the teacher's uses of language fell into three related categories: accuracy and precision in science language, distinguishing between science and other disciplines, and personal pronouns to promote solidarity. (61 references) (Author/MKR)

Descriptors: Chemistry, Communication Skills, Ethnography, High Schools, Science Education, Science Instruction, Science Teachers, Teacher Role

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A