Teacher and learner interaction when exploring products
2007-06-05T13:58:53Z (GMT) by
This paper provides a report of a small-scale study that explored the interaction between a teacher and learner whilst evaluating products. It was hypothesised that the evaluation of a product unfamiliar to both would result in a different interaction than the evaluation of unfamiliar products. Patterns in verbal and non-verbal communication were recorded during the evaluation of two products, one familiar to the teacher and the other unfamiliar to both participants. The coded results showed a change in the behaviour of both participants, most notably the teacher. Overall it was found that the interaction was more symmetrical in nature when evaluating unfamiliar products. The interpretation of the results highlighted the importance of evaluating unfamiliar products in enabling learners to express their ideas about the origin and purpose of technological products.