Social Studies Teachers' Conceptions of Discussion
A Grounded Theory Study
Bibliographic Data
| ID | 11070668 |
|---|---|
| Authors | Bruce E Larson (Western Washington University, corresponding author) |
| Year | 1997 |
| Volume | 25 |
| Issue | 2 |
| Pages | 113-136 |
| Publication date | 1997-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1997.10505798 |
| OpenAlex | W2068844264 |
| Language | EN |
| Citations received | 15 |
| References cited | 9 |
The purpose of this paper is to develop an initial theory of teachers' conceptions of classroom discussion. Six high school social studies teachers participated in this study, and were purposively selected to permit data collection from a diverse and theoretically interesting sample. Data were collected through in-depth interviews and a think-aloud task, and were analyzed using grounded theory's constant-comparative technique. During data analysis, six conceptions of discussion emerged. Teachers thought of discussion as recitation, teacher-directed conversation, open-ended conversation, a series of challenging questions, guided transfer of knowledge to the world outside the classroom, and practice at verbal interaction. In addition, five factors emerged that seemed to influence the teachers' use of discussion. Explanations and excerpts from the data are provided to illustrate each of the conceptions. These hypothetical categories contribute to previous research on discussion by revealing the complexity of teachers' conceptions of discussion. Implications of these findings for teachers, teacher educators, and researchers interested in classroom discussion are examined
Conversation · Data collection · Grounded theory · Mathematics education · Pedagogy · Qualitative research · Social science · Social studies · Sociology · Task (project management · Teaching method · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
When discussions sputter or take flight
Requiring Civics Then and Now
Refuting Misconceptions about Classroom Discussion
They're Always over Us”—Teaching about Drones
Discussion as a Means for Transformative Change
Influences on Social Studies Teachers' Use of Classroom Discussion
Framing health messages for adolescents
Making sense of humor in young romantic relationships
Broaching the subject
Classroom discussion
Social studies education research for sustainable democratic societies
What Preservice Social Studies Teachers (Don't) Know About Politics and Current Events—And Why It Matters
Discussing Controversial Public Issues in Secondary Social Studies Classrooms
Learning to Think Politically
Questions Arising about Emergence, Data Collection, and Its Interaction with Analysis in a Grounded Theory Study
| Citations per year | 0.56 |
|---|---|
| Citation span | 1999 - 2023 (25) |
| Highly cited | No |