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• W37859611 abstract "This analysis of classroom talk reveals how students and teachers jointly negotiate and develop knowledge. Classroom talk is a genre of talk characterized by specific ways in which such talk is organized for the co-construction of knowledge (McHoul, 1978; Mercer, 1995, 2000). According to Conversation Analysis (Sacks, 1984), talk is a manifest (i.e., hearable), orderly, on-line co-constructed accomplishment. Conversation Analysis can thus be used to analyze the orderly methods by which teachers and students co-construct knowledge and make reasoning manifest. The present research examines the classroom talk of two 1 st-year and two 4th-year university level psychology classes. Classroom interactions were taped, transcribed, and analyzed following conversation analytic (Sacks, 1992) and social pragmatic (Turnbull, 2003) approaches. Analysis focused on the nature of, the 'packaging' of, sequential structures of turn-taking, adjacency and repair that teachers and students used together in the construction of knowledge. The ways in which those structures were packaged was then related to Mercer's (2000, 1999, 1995) categories of types of reasoning in classroom talk; namely, exploratory talk -the joint negotiation of ideas, disputational talk -competitive rather than co-operative knowledge building, and cumulative talk -uncritical additions to prior contributions. Analysis revealed that 1 st-year classroom interactions consisted mainly of disputational and cumulative talk, whereas 4th-year classroom interactions consisted mainly of exploratory talk. It is proposed that these patterns are a function of the extent to which teachers either take or share control of classroom talk, as manifested in the packaging of turn-taking, adjacency and repair. In other words, the proposal is that the types of talk observed are not due to differences in 1 stand 4th-year students' degree of knowledge, but rather are a consequence of the opportunities teachers provide for students to engage in a form of talk. It is proposed that identities of expert and novice are also co-constructed in and through these different ways of making reasoning manifest." @default.
• W37859611 created "2016-06-24" @default.
• W37859611 creator A5048100998 @default.
• W37859611 date "2003-01-01" @default.
• W37859611 modified "2023-09-23" @default.
• W37859611 title "The co-construction of knowledge and identities of expert and novice in classroom talk" @default.
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