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Browsing by Subject "kysymyssekvenssi"

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  • Oikeisiin vastauksiin johtavat kysymyssekvenssit matematiikan tunnilla : analyysi 6. luokan matematiikan tuntien reagoinneista oikeisiin vastauksiin, vastaajan valinnasta ja odotusajasta 
    Pekkinen, Pinja (2017)
    Goals. Previous studies have shown that teachers have established styles for reacting when a pupil's answer is correct and for choosing the next speaker in interaction. Effects of the teacher's wait time on discourse have also been studied and gender differences are still a current topic even though boys' decreased results and the gender similarities hypothesis have been increasing. The objective for this thesis was to analyse classroom interaction during five math lessons in a situation in which a teacher starts the tripartite IRF (initiation, response, feedback) cycle. The main focus was in a situation in which a pupil answered the teacher's question correctly, how the teacher chose the next speaker and effects of the teacher wait time. The focus was also on gender differences, and more specifically in whether they appear or not. Methods. The conversation analysis approach with the help of quantitative results was used in this thesis as the method of analyzing video recorded lessons from five different sixth grade classes. The research material used in this study was gathered in the spring 2004 and was given to be studied for this thesis. The analysis was based on the video recorded interactions and a transcription of them. Results and conclusions. From the study's material arose a gender difference where boys seemed to break the teacher's sole right to evaluate correct answers by applauding or cheering when another boy answered correctly. Boys appeared to be more active than girls in the participation framework and to signal but there were differences between classes. No gender differences were found in the teachers' styles to choose the next speaker and the greatest reason to choose a pupil to answer appeared to be velocity of the signaling and previous turn takes. Teachers favoured new speakers and they even chose pupils who did not show their willingness to answer if they had been silent in the interaction. Based on the material, boys also answered the questions without the teacher's turn-allocation unlike the girls, which the teachers either bypassed or hushed down. These findings are interesting and motivate further research on the teachers' possible subconscious sentiments and those that are manifested in the classroom interaction.
  • Oppilaiden reagointitavat epätäydellisiin vastauksiin suomi toisena kielenä -oppitunnilla 
    Henriksson, Anselmi (2014)
    The aim of the research on the classroom interaction is to give information on the social construction of the lesson and further to shed light on the underlying factors encouraging positive atmosphere for learning. Due to an increasingly multicultural society, it is important to explore interaction also among second language speakers. This thesis evaluates the reactions of students in the situations where one student does not answer the teacher's question or the answer is wrong. It further investigates whether students' reactions change when their language and study skills improve. It describes verbal and non-verbal means used by the students to indicate that the answer is incomplete. The reported research was a qualitative case study of which material was analyzed by using the methods of conversation analysis. The research material was gathered as a part of Long Second -project in the autumn 2011 and spring 2012 in Helsinki. It comprised two videotapes of Finnish as a second language lesson among 7-12 years old students. The analysis of the thesis systematically focused on the situations in which the students answered the teacher's question wrong or did not answer at all. The results of this thesis show that students evaluate the balance between teacher's question and student's answer by a variety of verbal and non-verbal means. The students reacted to a wrong answer or no-answer by leering or gazing, by raising one's hand or calling the teacher verbally, by revealing the answer or by commenting derogatorily. In some cases, students did not react at all. In the spring, the students also reacted by using textbooks for searching answers. This can be seen as an indication of the improvement of the students' language and study skills between the two observation periods. Furthermore, in the spring, the students reacted less often by raising hands and more often by revealing the answers without teacher's permission than they did in the autumn. This may be the result of the development of both group dynamics and students' language skills. Students were active participants of the classroom interaction. By their own actions, they affect the formation of positive or negative learning atmosphere.

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