Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)

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Classroom Discourse Interaction in Science Classroom: Analysing the Use of Meta-Discourse for Pre-Service Science Teachers

Authors
Beni Setiawan1, *, Ricky Setiawan2, Chiang Chia-Ling3, Binar K. Prahani4
1Science Education Department, Universitas Negeri Surabaya, Surabaya, Indonesia
2Yu Da University of Science and Technology, Miaoli County, Taiwan
3Program of Science Education, National Dong Hwa University, Hualien, Taiwan
4Physics Department, Universitas Negeri Surabaya, Surabaya, Indonesia
*Corresponding author. Email: benisetiawan@unesa.ac.id
Corresponding Author
Beni Setiawan
Available Online 16 December 2021.
DOI
10.2991/aer.k.211215.090How to use a DOI?
Keywords
Analysis of interaction-discursive; Meta-discourse; Pre-service science teachers; Science-chemistry; Teaching and learning
Abstract

This study aims to analyse pre-service science teachers’ use of meta-discourse to construct students’ scientific knowledge. Data were collected from classroom observation, video recording, and review article. Results indicated ten major categories of meta-discourse (move/interactions pattern, types of utterance, the purpose of utterance, cognitive process, meta-discourse, classes, Socratic questioning, verbal jigsaw, semantic tapestry, and framing) on the learning of additive, addictive, and psychotropic. The use of meta-discourse in the main stage of teaching was mainly indicated from the stages of discussion and analysis of questioning which consist of four aspects of classroom discourse. According to the interaction between the teacher and students, the opening stage has Initiation – Response – Follow-up pattern. Regarding the teachers’ questioning based on approaches and strategies, there are four domains, such as the Socratic questioning, verbal jigsaw, semantic tapestry, and framing. In terms of the purpose of utterance, the series of “accept and focus” have a correlation with C-S in the type of utterance. In summary, the analysis of the meta-discourse in science chemistry for the teaching and learning process comprises on the analysis of classroom discourse theory and questioning based on approach and strategies.

Copyright
© 2021 The Authors. Published by Atlantis Press International B.V.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)
Series
Advances in Engineering Research
Publication Date
16 December 2021
ISBN
10.2991/aer.k.211215.090
ISSN
2352-5401
DOI
10.2991/aer.k.211215.090How to use a DOI?
Copyright
© 2021 The Authors. Published by Atlantis Press International B.V.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

risenwbib
TY  - CONF
AU  - Beni Setiawan
AU  - Ricky Setiawan
AU  - Chiang Chia-Ling
AU  - Binar K. Prahani
PY  - 2021
DA  - 2021/12/16
TI  - Classroom Discourse Interaction in Science Classroom: Analysing the Use of Meta-Discourse for Pre-Service Science Teachers
BT  - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021)
PB  - Atlantis Press
SP  - 532
EP  - 537
SN  - 2352-5401
UR  - https://doi.org/10.2991/aer.k.211215.090
DO  - 10.2991/aer.k.211215.090
ID  - Setiawan2021
ER  -