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Dagher, Zoubeida; Cossman, George – Journal of Research in Science Teaching, 1992
Explores the nature of explanations used by 20 middle school science teachers utilizing the constant comparative analysis method in analyzing transcripts of classroom discourse. Discusses a subsuming categorical framework for the 10 types of explanations generated, along with examples of each type, namely: analogical, anthropomorphic, functional,…
Descriptors: Classroom Research, Communication Research, Comparative Analysis, Discourse Analysis
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Enyedy, Noel; Goldberg, Jennifer – Journal of Research in Science Teaching, 2004
In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be…
Descriptors: Science Programs, Interaction, Educational Change, Science Education
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Pizzini, Edward L.; Shepardson, Daniel P. – Journal of Research in Science Teaching, 1992
Compares models of the classroom dynamics for a traditional laboratory setting and a problem-solving-centered environment, both at the eighth grade science level. Descriptive data indicate no differences in the models, whereas path analyses suggest that, in the problem-solving model, student behaviors significantly correlate to lesson structure,…
Descriptors: Causal Models, Classroom Research, Classroom Techniques, Cognitive Style