Classroom interaction analysis of high school biology classes in Israel

This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five video-recorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970). From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn.

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The search for more effective methods of teaching high-school biology to slow learners through interaction analysis.: Part II. The effects of various constant teaching patterns

Journal of Research in Science Teaching ◽

10.1002/tea.3660070104 ◽

1970 ◽

Vol 7 (1) ◽

pp. 21-28

Author(s):

Irvin M. Citron ◽

Cyrus W. Barnes

Keyword(s):

High School ◽

Interaction Analysis ◽

High School Biology ◽

Slow Learners

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Toward High School Biology: Understanding Growth in Living Things, Student Edition

10.2505/9781681404431 ◽

2017 ◽

Keyword(s):

High School ◽

High School Biology ◽

Living Things

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THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

Wiralodra English Journal ◽

10.31943/wej.v2i2.361 ◽

2018 ◽

Vol 2 (2) ◽

pp. 184-198

Author(s):

Ida Yulianawati

Keyword(s):

Junior High School ◽

Learning Process ◽

Interaction Analysis ◽

Participant Observation ◽

Video Recording ◽

Classroom Interaction ◽

Verbal Interactions ◽

Qualitative Interaction ◽

Classroom Language ◽

Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

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Plant Biotechnology Workshop for High School Students

HortScience ◽

10.21273/hortsci.33.3.504e ◽

1998 ◽

Vol 33 (3) ◽

pp. 504e-504

Author(s):

Erika Szendrak ◽

Paul E. Read ◽

Jon S. Miller

Keyword(s):

High School ◽

High School Students ◽

Medical Science ◽

Plant Biotechnology ◽

Plant Science ◽

High School Biology ◽

School Students ◽

Subsequent Transformation ◽

Set Up

Modern aspects of many subjects (e.g., computer science and some aspects of medical science) are now taught in many high schools, but the plant sciences are often given short shrift. A collaboration was therefore established with a high school biology program in which pilot workshops could be developed to enable advanced students to gain insights into modern plant science techniques. A successful example is the workshop on plant biotechnology presented in this report. This workshop is simple and flexible, taking into account that most high school biology laboratories and classrooms are not set up for sophisticated plant science/biotechnology projects. It is suitable for from 10 to 30 students, depending upon space and facilities available. Students work in pairs or trios, and learn simple disinfestation and transfer techniques for micropropagation and potential subsequent transformation treatments. Students gain insights into: sterile technique and hygiene; plant hormones and their physiological effects; plant cell, tissue and organ culture; the influence of environmental factors on response of cells and tissues cultured in vitro; and an understanding of the phenomenon of organogenesis and resulting plant growth and development. This workshop has been tested on several classes of students and following analysis, several refinements were included in subsequent iterations. Results of the students' experiments have been positive and instructive, with student learning outcomes above expectations. Further details of the workshop techniques and approach will be presented.

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