DOI
10.5703/1288284317293
Document Type
Brief
Abstract
This study used a hermeneutic phenomenological approach to investigate the effect of teacher talk on the engagement of students in target groups during an integrated STEM unit. Each student in the target groups responded to the teacher talk in a unique way. The results of this study do not fully support the results of prior research because the engagement of only one of the eight target students was affected by the autonomy supportive talk of the teacher during the unit.
Included in
The Impact of Teacher Talk on Student Engagement During an Integrated STEM Unit
This study used a hermeneutic phenomenological approach to investigate the effect of teacher talk on the engagement of students in target groups during an integrated STEM unit. Each student in the target groups responded to the teacher talk in a unique way. The results of this study do not fully support the results of prior research because the engagement of only one of the eight target students was affected by the autonomy supportive talk of the teacher during the unit.