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Twelve fourth-grade teachers from two schools participated, with data gathered through semi-structured interviews and classroom observations. Qualitative and quantitative methods assessed teachers’ beliefs, classroom practices, and discourse variables. Results indicated teachers were more teacher-centred than their instructional beliefs predicted, and instructional beliefs did not affect the frequency of dynamic variables.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dynamic-variables-of-science-classroom-discourse-in-relation-to-teachers-instructional-beliefs-article-5/593564/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dynamic-variables-of-science-classroom-discourse-in-relation-to-teachers-instructional-beliefs-article-5/593564.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dynamic variables are examined in the study?","Question",{"text":112,"@type":113},"The study examines authentic questions, uptake, high-level evaluation, and student questions in primary science classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are teachers’ instructional beliefs and classroom discourse data collected?",{"text":117,"@type":113},"Data come from semi-structured teacher interviews and classroom observations, analyzed with both qualitative and quantitative methods.",{"name":119,"@type":110,"acceptedAnswer":120},"Do different instructional beliefs lead to differences in dynamic variables frequency?",{"text":121,"@type":113},"No differences were found among teachers with different instructional beliefs regarding how frequently dynamic variables occurred.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593564,1792161531,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 6 | Article 5 |\n| --- | --- |\n\n2014  \nDynamic Variables of Science Classroom Discourse in Relation to Teachers’Instructional Beliefs  \nSibel Kaya  \nKocaeli University, [sibelkaya@gmail.com](sibelkaya@gmail.com)  \nRecommended Citation  \nKaya, S. (2014). Dynamic Variables of Science Classroom Discourse in Relation to Teachers’ Instructional Beliefs. Australian Journal of Teacher Education, 39 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss6/5](http://ro.ecu.edu.au/ajte/vol39/iss6/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss6/5](http://ro.ecu.edu.au/ajte/vol39/iss6/5)  \nAustralian Journal of Teacher Education  \nDynamic Variables of Science Classroom Discourse in Relation to Teachers’ Instructional Beliefs  \nSibel Kaya  \nKocaeli University  \nTurkey  \nAbstract: The current study examines if the occurence of dynamic  \nvariables namely, authentic questions, uptake, high-level evaluation  \nand student questions in primary science classrooms vary by teachers’  \ninstructional beliefs . Twelve 4th grade teachers from two different  \nschools volunteered to participate in the study. Data was collected  \nthrough semi-structured interviews and classroom observations . Both qualitative and quantitative methods were used to determine teachers’  \ninstructional beliefs, classroom practices and dynamic variables of  \nclassroom discourse . Results showed that teachers were more  \nteacher-centred in their classroom practices than their instructional  \nbeliefs . There were no differences among teachers with different  \ninstructional beliefs in terms of the frequency of dynamic variables .  \nImplications for education and research were discussed  \nIntroduction  \nWith the aim of improving science reasoning and understanding in classrooms , recent research has focused on classroom discourse (Chin, 2007; Erdogan & Campbell, 2008; Hackling, Smith, & Murcia, 2011; Reinsvold & Cochran, 2012; Scott, Mortimer, & Aguiar, 2006 ; Smart & Marshall, 2013) . Classroom discourse refers to the mechanism of teacherstudent interactions in classroom (Nystrand, Wu, Gamoran, Zeiser & Long, 2001) . Nystrand and colleagues (2003) argue that “the structure, quality, and flow of classroom discourse are all likely to affect what students learn and how well they learn it”(p.192) . Discourse analysis refers to different methods to analysing written and spoken language (Mercer, 2010) . Especially classroom talk between teacher and student can be a powerful tool in improving understanding and achievement (Mercer & Howe, 2012) .  \nThe current study aimed to analyse classroom talk during primary science lessons through sociocultural discourse analysis where qualitative analysis is integrated with quantitative analysis . The main concern of sociocultural discourse analysis is to examine content and function of spoken language (Mercer, 2010). According to sociocultural theory, ideas and explanations are co-constructed socially during classroom discussions and internalised by individuals (Mortimer & Scott, 2003; Vygotsky, 1978) . Mercer (2010) states that in classroom settings, meanings are negotiated through talk over a period of time. Thus, in order to reach some conclusions about classroom interactions repeated observations are necessary. The current study conducted repeated systematic observations in the twelve primary classrooms in order to examine classroom talk during science lessons .  \nEducational research on discourse analysis mainly focuses on the structural organization of classroom talk (Mercer, 2010). In whole-class teaching environments, classroom talk usually starts with a teacher question (Nassaji & Wells, 2000) . Teacher questioning in classrooms occurs often in the form of Initiation-Response-Evaluation (IRE)  \nVol 39, 6, June 2014 57  \nAustralian Journal of Teacher Education  \n(Mehan, 1979), which is also known as ‘triadic dialogue’ (Lemke, 19","cbCaihwroqm5RMn4","https://ap.wps.com/l/cbCaihwroqm5RMn4","pdf",279631,"English","# Introduction\n## Classroom discourse and discourse analysis\n## Initiation-Response-Evaluation (IRE) and triadic dialogue\n# Dynamic Variables\n## Dialogic vs. monologic discourse\n## Teacher instructional beliefs and classroom practices\n# Method and Data Collection\n## Participants and study design\n# Results and Implications\n## Teacher-centred practices and dynamic variable frequency","[{\"question\":\"What dynamic variables are examined in the study?\",\"answer\":\"The study examines authentic questions, uptake, high-level evaluation, and student questions in primary science classrooms.\"},{\"question\":\"How are teachers’ instructional beliefs and classroom discourse data collected?\",\"answer\":\"Data come from semi-structured teacher interviews and classroom observations, analyzed with both qualitative and quantitative methods.\"},{\"question\":\"Do different instructional beliefs lead to differences in dynamic variables frequency?\",\"answer\":\"No differences were found among teachers with different instructional beliefs regarding how frequently dynamic variables occurred.\"}]","Dynamic Variables of Science Classroom Discourse in Relation to Teachers’ Instructional Beliefs - Article 5 | PDF",1792077485,48]