Özet:

This study aims to describe an interactive resource that teachers use in order to ensure student participation, by studying the inter-class interactions in the primary school social information course. Social information classes are multidisciplinary educational environments, requiring the realization of the teaching of rich content. Such activities are directly related to the participation of the student. However, there was no study in the field of social information on this subject and the student participation was sought to be understood by studies that did not focus on the moments of participation. Our study has studied the interaction of primary school social information in class, using the Method of Speech Solution within a 17-hour data set and revealed that the teacher has repeatedly applied to an interactive source in order to encourage student initiatives and prepare the ground for student participation. This interactive resource was also included in the field as the Lacked Designed Dictionary (ETS) and it has been found that the teacher designed the Lacked Words, enabling students to complete and thus preparing the ground for student participation. Our study brings a methodological innovation to the field of social information, addresses the lack of inter-class work in the field and offers a rich example of interactive resources to teachers and teachers candidates to ensure student participation.

Özet:

This study examines social studies course classroom interaction in a primary school and describes an interactional resource deployed by the teacher for creating opportunities for student participation. Social studies classrooms are multidisciplinary settings that require teaching of rich content, which is only possible through ensuring student participation. However, there is no study to our knowledge that documents such resources in social studies classrooms by focusing on the micro moments of classroom interaction. This study investigates 17 hours of social studies classroom interactions using Conversation Analysis as the research methodology and present findings on a specific interactional resource deployed repeatedly by the teacher for encouraging learner initiatives and creating opportunities for student participation. This resource has been referred to in previous literature as Designedly Incomplete Utterance (DIU) that is mainly used for creating opportunities for student participation by leaving an utterance designedly incomplete so that it can be completed by the students. Our study has shown how designedly incomplete utterance (DIU) is used as an interactional resource (i.e. as hints, for eliciting an extension or repetition of prior talk, and for prompting the continuation of an action) by the teacher, which provides evidence for that the teacher creates opportunities both for student initiations and student participation in an observable way. Our study contributes to the field of social studies education with the first research to examine social studies classroom interaction and also by presenting an innovative research methodology and providing the teachers and teacher candidates with a rich interactional resource to encourage, create opportunities for, and maintain student participation.

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