Boyd, M. P. (2015). Relations between Teacher Questioning and Student Talk in One Elementary ELL Classroom. Journal of Literacy Research, 47, 370-404.
https://doi.org/10.1177%2F1086296X16632451

has been cited by the following article:

• TITLE: Investigating the Double-Move in Pedagogy in a Grade 4 Namibian Science Classroom: A Cultural Historical Analysis

  AUTHORS: Joanne Hardman, Beatha Set

  KEYWORDS: Science Classroom, Pedagogical Discourse, Culture

  JOURNAL NAME: Creative Education, Vol.12 No.2, February 26, 2021

  ABSTRACT: This paper investigates how a teacher in a rural school in Namibia teaches science. Of interest to us is the nature of the classroom discourse in constructing scientific knowledge that is meaningful to students. We draw on thework of Vygotsky (1978) in order to understand teaching/learning as dialectically entailed and to understand the notion of scientific and spontaneous concepts as distinct from science concepts, and operationalise hispedagogical theory utilising Hedegaard’s (1998) notion of the double-move in pedagogy as fundamental to meaningful engagement. Through a detailed analysis of one teacher’s pedagogical discourse we show how the linking of scientific and spontaneous concepts can either facilitate or hinder learning. Our analysis points to the importance of co-constructing meaning in the class, between teacher and taught and illustrates how analogies and metaphors can fail to create meaning in a classroom if the teacher does not recruit the learners’ own everyday concepts.