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ID 30240
file
title alternative
Coding and Interpretive Analysis of Verbal Interactions between Elementary School Teacher and Children in Art Classes
creator
Wakayama, Ikuyo
subject
Verbal interactions
Enriching visual image
Art class
Elementary school
図工教師と児童のやりとり
造形的イメージの広がりと深まり
小学校図画工作
NDC
Education
abstract
The purpose of this study was to investigate what type of verbal interactions between two art teachers of elementary schools and children enrich children's visual images for formation activity. Teacher and children's verbal interactions in second-grade and sixth-grade art classes were observed and analyzed in terms of coding and interpretive analysis. The results of this study indicated that teacher and children's verbal interactions could be classified into the following five types; "teacher-directed", "children-directed", "example presentation", "image enlarging", and "receptive". These verbal interactions would give children the opportunity to enrich and deepen their visual images which would play an important role for formation activity in art classes. These findings also suggested that verbal interactions would have the effects to facilitate "association" and "integration" of concepts on children's formative activity.
journal title
Journal of Learning Science
issue
Issue 1
start page
121
end page
131
date of issued
2007-09-01
publisher
広島大学大学院教育学研究科学習開発学講座
issn
1883-8200
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2007 広島大学大学院教育学研究科学習開発学講座
department
Graduate School of Education
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