Publication details

Interaction during Solving the Problem-Oriented Tasks in Primary Science Education

Authors

ČEŠKOVÁ Tereza

Year of publication 2019
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

Citation
Description Even after ten years after key competences became a part of the Czech curricula, teachers do not have a clear idea about how to go about developing them. That is why there is a strong need to concentrate on instruction that have a potential to develop them. We aimed at the problem-solving competence in primary Science. When investigating problem-oriented instruction, we must take into account two aspects: the assignment of a problem-oriented task (further POT) - based on problem-based learning approach - and its realization in instruction. However assigning a POT which gives pupils an opportunity to analyse and solve problems is just by itself not a guarantee that key competencies will actually be developed. That is why the aim of this paper is to describe how POT solving processes is constructed in a teacher–pupils dialogue. The subsidiary aims are to describe (1) the organisation of interaction while solving POT; (2) the teacher’s role in terms of how he/she helps pupils to solve POT; (3) the way repairs are treated and (4) how the teacher differentiates and helps pupils according to their individual needs. The research sample consists of 15 problem-oriented learning situations from primary Science lessons in which the problem-solving competence is developed (based on previous research). Using conversation analysis, I have found that the process of solving POTs has its specifics and there are quite a lot of differences between interactions in common (not problem-oriented) settings and the problem-oriented ones, especially in the role of the teacher.

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