Zones of interaction: Differential access to elementary science discourse | Zendy

Shepardson Daniel P. | Zendy; Britsch Susan Jane | Zendy

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Zones of interaction: Differential access to elementary science discourse

Author(s) -

Shepardson Daniel P.,

Britsch Susan Jane

Publication year - 2006

Publication title -

journal of research in science teaching

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 3.067

H-Index - 131

eISSN - 1098-2736

pISSN - 0022-4308

DOI - 10.1002/tea.20104

Subject(s) - mathematics education , science education , conceptual change , pedagogy , psychology , focus group , differential (mechanical device) , qualitative research , conceptual framework , sociology , social science , physics , anthropology , thermodynamics

This study investigated teacher–child interaction within small‐group science activities in a fourth‐grade classroom. This qualitative study revealed three “zones of interaction,” or teacher–child interaction categories: Individual Zones of Interaction, Multiple Zones of Interaction, and a Collective Zone of Interaction. Each zone was further shaped by either a procedural, conceptual, or managerial focus for the interaction. These zones granted children differential levels of access to the teacher's knowledge. Based on these data and findings, we propose a discourse model for elementary science classrooms that encompasses talk, materials, knowledge, engagement, and power. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 443–466, 2006

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