Oral interactions in English secondary science classrooms: a grounded approach to identifying feedback types and practices

Research output: Contribution to journalArticle

Full text download(s)

Published copy (DOI)

Author(s)

Department/unit(s)

Publication details

JournalResearch In Science Education
DateSubmitted - 2018
DateAccepted/In press - 14 Apr 2019
DateE-pub ahead of print (current) - 8 May 2019
Pages (from-to)1-26
Early online date8/05/19
Original languageEnglish

Abstract

Feedback is an important practice in promoting learning. This study examines teachers’ oral feedback practices, with an analysis grounded in students’ perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Three main types of oral interaction are found to constitute feedback: discrepancy and success criteria comments and open questions. These are infrequently used by science teachers. We use findings to elaborate an ideal typical model of feedback practices. The study concludes with implications for practice in teaching and teacher education.

Bibliographical note

© The Author(s) 2019.

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations