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Journal of Education & Social Sciences - Volume 8, Issue 1 2020
By Zafar Iqbal, Nasir Mahmood
10.20547/jess0812008104
Keywords: Quality, education, trust school, case study.
The study was based on classroom interaction to identify patterns of class talk supportive to prompt reasoning ability of students. Two intact classes pertaining 25 students each of grade VII were involved in the study. The data were based on classroom observation. One unit of science text book was taught by the teacher in nine sessions, each comprised of 40 minutes and was audio recorded. A content free worksheet based on the concepts included in the unit was developed to assess reasoning ability of the students. The worksheet was applied as pretest, post test procedure. Paired sample t-test was used to analyze the data. There was significant difference in pre-test post test achievement scores against 7 reasoning based items. The observation data (audio recorded) were transcribed and analyzed through Framework of class talk to see the supportive patterns of talk. Two main patterns; multifocal thematic teacher student and multifocal contextual teacher student were identified as supportive to trigger reasoning ability among students. The evidence was supportive enough to highlight the implication of interactive nature of class talk leading towards students' reasoning ability of science concepts.