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From professional development to classroom instruction: addressing issues related to science inquiry discourse

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Abstract

In this rejoinder, I first provide a more detailed account of the discourse-focused professional development activities facilitated as part of the SMIT’N program, specifically addressing issues raised by van Zee with regard to the institute’s overall format, goals and development strategies. Next, I resort to Peter Medawar’s metaphorical view of inquiry as scientific storytelling to reflect about Bencze’s expressed opposition to “politely guided quasi-inductive science inquiry instruction” and highlight the need for science educators to give more careful consideration to oral classroom discourse. I then conclude by describing how guided science inquiry teaching can be conceived in terms of the theoretical notion of negative politeness.

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Authors and Affiliations

  1. Educational Theory and Practice Department, State University of New York at Albany, 1400 Washington Ave., ED 113B, Albany, NY, 12222, USA

    Alandeom W. Oliveira

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  1. Alandeom W. Oliveira
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Correspondence to Alandeom W. Oliveira.

Appendices

Appendix 1

See Table 2.

Table 2 SMIT’N institute daily schedule
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Appendix 2

Politeness and directives classification system

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Oliveira, A.W. From professional development to classroom instruction: addressing issues related to science inquiry discourse. Cult Stud of Sci Educ 4, 865–873 (2009). https://doi.org/10.1007/s11422-009-9195-4

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  • DOI: https://doi.org/10.1007/s11422-009-9195-4

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