Comparing Socioscientific Teacher Roles, Communicative Approaches, and Discourse Patterns While Teaching Socioscientific Issues as well as Standard Science Subjects

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dc.authoridGENC, Murat/0000-0002-9742-1770en_US
dc.authorscopusid58699851000en_US
dc.authorscopusid55569534600en_US
dc.authorscopusid56462388700en_US
dc.contributor.authorYildirim, Leyla
dc.contributor.authorUcak, Esra
dc.contributor.authorGenc, Murat
dc.date.accessioned2024-08-23T16:07:08Z
dc.date.available2024-08-23T16:07:08Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThe purpose of the current study is to investigate the roles preferred by science teachers in the teaching of socioscientific issues (SSIs) in relation to the communicative approach and discourse patterns in the context of SSI and non-SSI. In this qualitative study, the holistic multiple case study design was used. The study group consisted of three science teachers and their students. Video recordings of lessons, semi-structured interviews, and vignettes about teacher roles on socioscientific issues were used as data sources. The communicative approach and discourse patterns of the teachers were analysed by discourse analysis in the context of the roles they preferred. At the beginning of the study, two teachers seemed to prefer the same role, whereas one preferred a different role. As a result of the analysis of the video recordings of the teachers' classes, it was determined that one of the teachers enacted a different role from the one stated as her preferred role. The results of this study can provide a basis for professional development activities for teachers who are interested in improving the use of the dialogic interactive communicative approach and the discourse patterns based on this approach in their teaching.en_US
dc.identifier.doi10.1007/s10763-023-10432-4
dc.identifier.endpage1324en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-85177055228en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1289en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-023-10432-4
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14513
dc.identifier.volume22en_US
dc.identifier.wosWOS:001103765000002en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal of Science and Mathematics Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCommunicative approachen_US
dc.subjectDiscourse analysisen_US
dc.subjectDiscourse and discourse patternsen_US
dc.subjectSocioscientific issuesen_US
dc.subjectTeacher rolesen_US
dc.subjectSocio-Scientific Issuesen_US
dc.subjectDialogic Discourseen_US
dc.subjectExploratory Talken_US
dc.subjectSchool Scienceen_US
dc.subjectClassroomen_US
dc.subjectPerspectivesen_US
dc.titleComparing Socioscientific Teacher Roles, Communicative Approaches, and Discourse Patterns While Teaching Socioscientific Issues as well as Standard Science Subjectsen_US
dc.typeArticleen_US

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