Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices

MAPPLEBECK, Andrea and DUNLOP, Lynda (2019). Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices. Research in Science Education.

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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. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of ‘How am I going?’ and ‘Where to next?’, but seem to be lacking with respect to addressing the question related to ‘Where am I going?’ Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.

Item Type:	Article
Uncontrolled Keywords:	Education; 1302 Curriculum and Pedagogy
Identification Number:	https://doi.org/10.1007/s11165-019-9843-y
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	10 May 2019 10:23
Last Modified:	18 Mar 2021 05:19
URI:	https://shura.shu.ac.uk/id/eprint/24572

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