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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