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Louca, Loucas T.
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Preferred name
Louca, Loucas T.
Translated Name
Λουκά, Λουκάς
Position
Associate Professor
Main Affiliation
Department
Google Scholar ID
https://scholar.google.com/citations?user=4xqKmBwAAAAJ
3 results
Now showing 1 - 3 of 3
- PublicationIdentification - Interpretation/evaluation - Response: A framework for analyzing classroom-based teacher discourse in science(1/12/2008)
; ;Tzialli, DoraZacharia, Zacharias C.The first aim of this study was to contribute to a growing body of research in teacher-student classroom discourse, by describing, in detail, the discourse "moves" of a teacher during science conversations. Our second aim was to develop an enriched analytic framework that can account for the context, the content and the purpose of the discourse moves identified, arguing for a shift of attention in research toward the process of deciding which discourse move to use, rather than solely their description. We analyzed a total of 930 minutes of whole-class conversations facilitated by an experienced science teacher over two years of elementary science lessons. The findings revealed a repertoire of discourse moves that the teacher chose from during instruction based on the context and the epistemological properties of the student discourse content, supporting our contention for the need of a framework that can describe the nature of those choices. - PublicationHow to study learning processes? Reflection on methods for fine-grain data analysis(1/12/2008)
;Parnafes, Orit ;Hammer, David; ;Sherin, Bruce L. ;Lee, Victor R. ;Krakowski, Moshe ;Di Sessa, Andrea A. ;Edelson, Daniel C.Parnafes, OritThis symposium addresses methodological issues in studying children's knowledge and learning processes. The class of methods discussed here looks at processes of learning in fine-grained detail, through which a theoretical framework evolves rather than is merely applied. This class of methodological orientations to studying learning processes diverges from more common ones in several important ways: 1) Attention to diverse features of the learning interaction; 2) conducting a moment-by-moment analysis, zooming in on the fine details of the studied processes; 3) rather than proving or applying a theory, the objective is to make theoretical innovations, or to develop a "humble theory." The challenge of using such techniques is that, by their nature, they do not follow a strongly delineated procedure, especially not the usual sort of coding. This symposium attempts to begin addressing the methodological issues by reflecting on several cases of data analysis.