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Subject Content Knowledge and Teacher Talk in the Primary Science Classroom

Newton, D.P.; Newton, L.D.

Authors



Abstract

Investigated whether a background in science would make a difference in the oral interactions of elementary teachers in their science lessons. Observations of 50 British elementary science teachers and comparison of the oral discourse of teachers with and without significant science background indicated that those with a science background asked more subject-relevant and causal questions. (SM)

Citation

Newton, D., & Newton, L. (2001). Subject Content Knowledge and Teacher Talk in the Primary Science Classroom. European Journal of Teacher Education, 24(3), 369-379. https://doi.org/10.1080/02619760220128914

Journal Article Type Article
Publication Date 2001-10
Deposit Date Jan 15, 2007
Journal European Journal of Teacher Education
Print ISSN 0261-9768
Electronic ISSN 1469-5928
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 24
Issue 3
Pages 369-379
DOI https://doi.org/10.1080/02619760220128914
Keywords Oral discourse, Teacher-learner interaction.