处理小学社会研究课程课堂互动中的争议性问题

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-01-04 DOI:10.1016/j.learninstruc.2024.102076

Nergiz Kardaş İşler

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引用次数: 0

摘要

有争议的问题是复杂的，由于文化背景和视角的不同，对这些问题的看法也不同。在社会研究教育中，教师可以利用有争议的问题使学生了解社会，并为他们作为公民的角色做好准备。目的和样本本研究的目的是调查如何有争议的问题是处理在四年级的社会研究课程，重点放在课堂谈话。本研究的数据来自17小时的四年级社会研究课堂互动录像。方法采用对话分析法作为研究方法框架。从有争议的问题提出和分析的数据中选择了四个代表性的摘录。结果在社会学课程中，教师以两种方式处理争议性问题。在其中一篇文章中，老师介绍带有争议性问题的社会研究课程，然后通过将其与这些问题联系起来，进入课程中的特定活动，而在另一篇文章中，老师解释社会研究课程中的主题，然后进入与这些主题相关的争议性问题。在所有的摘录中，老师和学生表达他们对有争议的问题的个人感受和观点，并参考在他们的文化中占有重要地位的权威人物和来源来强化这些观点。结果表明，教师通过使用特定情境的互动资源，如课程特定知识与现实生活问题之间的转换，将有争议的问题用于教学目的，以促进学生的参与。

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Dealing with controversial issues in primary school classroom interactions in social studies courses

Background

Controversial issues are complex and views on these issues differ due to cultural backgrounds and different perspectives. In social studies education, teachers can use controversial issues to enable students to learn about the society and to prepare them for their role as citizens.

Aims and sample

This study aims to investigate how controversial issues are dealt with in the fourth grade social studies course by focusing on classroom talk. The data for this study comes from 17 h of video recorded fourth grade social studies classroom interaction.

Methods

Conversation analysis was adopted as the methodological framework. Four representative extracts were selected from the data in which the controversial issues were presented and analyzed.

Results

The teacher deals with controversial issues in the social studies course in two ways. In one of them, the teacher introduces the social studies course with controversial issues and then moves on to a specific activity in the course by linking it to these issues, while in the other, the teacher explains the topics in the social studies course and then moves to controversial issues related to these topics. In all extracts, teachers and students express their personal feelings and opinions about controversial issues and refer to authoritative figures and sources that have an important place in their culture to reinforce these opinions.

Conclusions

The results showed that the teacher used controversial issues for pedagogical purposes by using a context-specific interactional resource, such as transitioning between course-specific knowledge and real-life problems, to facilitate student participation.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.