Meaning Making in Secondary Science Classrooms

By E. Mortimer, P. Scott. 2003

1,104 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1d33d84fe91c11b36c5484af54afd051f8859902

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Citations in the corpus

Teacher questioning in science classrooms: Approaches that stimulate productive thinking (2006, background): “In doing this, she needs to draw upon students’ prior and everyday views of the topic, convince students of the scientific views, as well as monitor and respond to students’ understandings (Mortimer & Scott, 2003).”
Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom (2013, background): “Note that, the pattern of interaction in the sample episode is a long IRFRF chain which is typical of discourse that supports a dialogic interaction (Mortimer & Scott, 2003).”
The Roles of Aesthetic Experience in Elementary School Science (2008, background): “Similar commitments are shared with many other methods to analyse classroom discourse (e.g., Mortimer and Scott 2003; Roth and Lucas 1997; Säljö and Bergqvist 1997).”
The comprehending teacher: scaffolding in content and language integrated learning (CLIL) (2020, background): “Science uses the most real-world examples to connect to prior knowledge, reflecting that it is a subject that expresses how the world works (Mortimer 2003).”
Developing dialogic teaching: genesis, process, trial (2018, background): “…1969, Sinclair and Coulthard 19753; Barnes and Todd 1977; Mehan 1979; Nystrand et al. 1997; Galton et al. 1999; Alexander 2001, 2008; Cazden 2001; Hardman, Smith, and Wall 2003; Mortimer and Scott 2003; Smith et al. 2004; Galton 2008; Mehan and Cazden 2015; Resnick, Asterhan, and Clarke 2015).”
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “Rather, the implication is that to get the best results, teachers need to strategically balance what Mortimer and Scott (Mortimer & Scott, 2003; Scott, 2008) call ‘authoritative’ talk (which tends to be the dominant kind of interaction) with ‘dialogue’ (which does not normally happen often).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Therefore, encouraging dialogic classroom discourse patterns (see Mortimer & Scott, 2003; Wells, 1999) in which students engage in discussions and tasks that apprentice them into the discourse and methodology of science would promote students’ engagement in science and their science achievement…”
Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, background): “In the communicative approach framework by Mortimer and Scott (2003), the teacher’s dominant behavior can be characterized as Bauthoritative.”
The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, background): “Many of these researchers in science education have adopted Mortimer and Scott (2003)’s framework which is made up of five components: teaching purposes, content, communicative approach, pattern of discourse, and teacher interventions.”
Framing for scientific argumentation (2012, background): “That this interaction pattern is common to school discussions (Mortimer & Scott, 2003) suggests that this was a familiar participant structure for the students and teacher—that is, they seemed to know what they were doing.”
Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006, background): “In their “flow of discourse” analytical framework, Mortimer and Scott (2000, 2003) addressed aspects of classroom discourse including (a) teaching purposes, (b) the content of the discourse regarding whether a student utterance matches the intended learning goal, (c) the form of the utterance in…”
Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science (2013, unknown): “In a non-inquiry setting, correct answers are evaluated by the teacher as ‘‘right’’ and the questioning cycle ends abruptly (Mortimer and Scott 2003).”
Rigor and Responsiveness in Classroom Activity (2016, methodology): “Following each observed lesson, we debriefed with teachers as part of our larger study and asked teachers about the purpose of the lesson and why they chose to ask certain questions, select particular tasks, and use particular tools (Mortimer & Scott, 2003).”