A1 Journal article (refereed)
Teacher orchestration of classroom interaction in science : exploring dialogic and authoritative passages in whole-class discussions (2019)

Lehesvuori, S., Hähkiöniemi, M., Viiri, J., Nieminen, P., Jokiranta, K., & Hiltunen, J. (2019). Teacher orchestration of classroom interaction in science : exploring dialogic and authoritative passages in whole-class discussions. International Journal of Science Education, 41(17), 2557-2578. https://doi.org/10.1080/09500693.2019.1689586

JYU authors or editors

Lehesvuori, Sami
Hähkiöniemi, Markus
Viiri, Jouni
Nieminen, Pasi
Jokiranta, Kaisa
Hiltunen, Jenna

Publication details

All authors or editors: Lehesvuori, Sami; Hähkiöniemi, Markus; Viiri, Jouni; Nieminen, Pasi; Jokiranta, Kaisa; Hiltunen, Jenna

Journal or series: International Journal of Science Education

ISSN: 0950-0693

eISSN: 1464-5289

Publication year: 2019

Volume: 41

Issue number: 17

Pages range: 2557-2578

Publisher: Taylor & Francis

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/09500693.2019.1689586

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67913

Abstract

Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher supportiveness toward students and, in authoritative interactions, the focus is more on the science’s or teacher’s point of view. Whereas dialogic and authoritative interactions have been viewed as oppositional in recent educational research, authoritative interactions could well be the seed for and give strength and meaning to dialogic interactions, and thus, to the overall dialogue. The focus in this study is on the interplay between authoritative and dialogic interactions rather than on the rivalry between them. In other words, we present how both dialogic and authoritative interactions can be essential for teacher orchestration of whole-class discussions. This is achieved through a temporal consideration of the interactions and an in-depth analysis of selected episodes of a case science teacher. Interpretations are complemented with teacher reflections to shed light on the on-the-fly decisions made by the teacher when orchestrating dialogue. Implications for educational research and teacher education are discussed.

Keywords: natural sciences; class teaching; classroom work; dialogicality; teacher-pupil relationship; interaction

Free keywords: classroom interaction in science; communicative approaches; teacher orchestration

Fields of science: