| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 92 === This study aims to examine the intellectual independence of sixth graders via analyzing their discourse in science classrooms during the teaching and discussions of a controversial socio-scientific issue - Genetically Modified Food.
This is the qualitative research. Classroom observation and in-depth interviews were included to collect data. The subjects were a teacher teaching science for thirty years and his 133 students of four classes in sixth-grade at an elementary school in Chiayi City. There are two stages during observation period. Each stage includes two classes, and each class was observed in six courses for three months. The results are as follows:
“Responses” and “discussions” of the encoding category formed a large percentage of the teaching. Intellectual independence achieved a higher percentage than non-intellectual independence.
When the students couldn’t thoroughly answer the teacher’s questions, the teacher adopted non-intellectual independence approach such as giving “direct explanations or answers” or “ elaborating on students’ responses” to guide students.
The teacher had formed his teaching methods which would be continually adopted unless they were purposely being changed.
Among five types of discourses between teachers and students, IRE, IRE, IRE and IRE were initiated by the teacher while the fifth type of discourse was initiated by the students.
Compare with IRE, students could reveal the characteristics of intellectual independence much more in the discourse of teacher’s IRE, IRE & IRE and the discourse initiated by the students when discourse was practicing.
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