liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Analysing interaction in science classrooms: A comparative study of two discourse analysis frameworks
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Stockholms universitet.ORCID iD: 0000-0002-4842-7869
Linnaeus University, Department of Swedish.ORCID iD: 0000-0002-4842-7869
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.ORCID iD: 0000-0001-6787-7788
Curtin University.ORCID iD: 0000-0002-2764-539X
2023 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 1-32Article in journal (Refereed) Published
Abstract [en]

One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one handananalysisof the communicative approach according to Mortimer and Scott, combined withananalysisof discourse patterns such as initiation-response-evaluation (IRE), and on the other hand analysisrelated to the interpersonal meta-function in Halliday’s systemicfunctional grammar(SFG). The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analysisof the communicative approach hasthe potential of elucidating discursive patterns and power relations at a general level, while the analysis based on SFG can provide more details about, e.g.,the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.

Place, publisher, year, edition, pages
2023. no 1, p. 1-32
Keywords [en]
Classroom discourse, Communicative approach, Science education, Speech functions, Systemic functional linguistics
National Category
Didactics General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:liu:diva-197837DOI: 10.24834/educare.2023.1.752OAI: oai:DiVA.org:liu-197837DiVA, id: diva2:1797951
Projects
Transformationer av transformationer. En tvärvetenskaplig studie av elevers meningsskapande i naturvetenskap
Funder
Swedish Research Council, 2017-03478Available from: 2023-09-18 Created: 2023-09-18 Last updated: 2023-09-26

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full texthttps://ojs.mau.se/index.php/educare/article/view/752

Search in DiVA

By author/editor
Danielsson, KristinaBergh Nestlog, EwaJeppsson, FredrikTang, Kok-Sing
By organisation
Faculty of Educational SciencesDivision of Learning, Aesthetics, Natural Science
In the same journal
Educare
DidacticsGeneral Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 15 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf