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Action research on promoting classroom communication and interaction in Social Science Teaching

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Document pages: 19 pages

Abstract: The purpose of this study is to reveal how to strengthen communication and interaction in the classroom through communicative approach education for social research teachers. The participants of this study are five social research teachers working in middle schools and their seventh grade students n   =   110. The data collection tools used in this study include video and audio records, documents, semi-structured interviews and stimulating recall interviews. The data obtained from classroom recording are analyzed by communicative method, and the data obtained from literature review and interview are analyzed by content analysis method. The results show that the social research curriculum includes projects that require dialogue and authoritytive discourses and that the course books are prepared accordingly, but teachers as the practitioners of the program do not conduct their lessons accordingly. Instead, all the teachers participating in the research used only authoritative (interactive noninteractive) approaches and they did not include dialogical (interactive noninteractive) approaches at all. This situation, which is seen as a problem in terms of conducting successful in-class communication and interaction, has been solved in three action cycles with one of the teachers. The teacher who used only authoritative (interactive noninteractive) approaches in her lessons prior to the trainings started to include dialogical (interactive noninteractive) approaches too. It was also observed that the teacher’s impression of the lessons carried out by adopting the communicative approach model was positive. As a result of the research, it was concluded that the communicative approach model is applicable in the social studies course. It can be said that the trainings given to the teachers created awareness about the use of the communicative approach model in classroom communication and interaction and provided benefits in diversifying discourse styles.

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