<p>Teacher talk is a powerful
pedagogical tool in the science classroom. Educators use their talk to provide
information, guide discussions, check for understanding, and develop students'
scientific identities. However, few researchers have investigated how teachers
use their talk during an integrated science, technology, engineering, and math
(STEM) unit. This three-study dissertation investigates how teachers use their
talk to introduce a new discipline to students and how their talk affects
student learning and engagement during an integrated STEM unit. I designed
these research studies to answer the overall question: What talk moves do
teachers use during an integrated STEM unit, and how does the teacher talk
affect student engagement and learning? Study 1 is a multiple case study
investigating how teachers guide classroom discussions and how that teacher
talk affects student learning during the integrated STEM unit. Results demonstrate
the importance of teachers carefully balancing dialogic discussions and
providing information during these instructional units. Study 2 is an interpretative
qualitative study that investigates how a teacher's autonomy-supportive and/or
suppressive talk affects student engagement during the integrated unit. Results
show that each student responded differently to the teacher talk that occurred
in the classroom. While some became more engaged when the teacher used
autonomy-supportive talk, others became disengaged during the same type of
talk. Study 3 is a multiple case study investigating the talk moves teachers
use when integrating engineering concepts in the curriculum. Results show that
the two teachers requested student participation in the conversation about
engineering more during the first lesson of the unit than the last. In
addition, only one of the two teachers in this study incorporated talk about
engineering into the science lessons. The last chapter of this dissertation
synthesizes the data from all three studies. This chapter identifies some
common themes across the studies, including the complex nature of teacher talk,
the influence of non-talk factors, and the importance of dialogic discussion.
This chapter also identifies some implications for teaching, including the need
to restructure the curriculum units and to coach teachers during their first
implementation of an integrated STEM unit.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/14847864 |
| Date | 23 July 2021 |
| Creators | Valarie L Bogan (11014797) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY-ND 4.0 |
| Relation | https://figshare.com/articles/thesis/AN_IN-DEPTH_ANALYSIS_OF_THE_TEACHER_TALK_THAT_OCCURS_DURING_INTEGRATED_STEM_UNITS/14847864 |
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