Ask, don't tell: a complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding

Sabine van Vondel, Henderien Steenbeek, Marijn van Dijk, Paul van Geert

Abstract

Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on changes in teacher-student interaction patterns. Second, we examined the underlying dynamics of those changes by illustrating an in-depth micro-level analysis of teacher-student interactions. The intervention condition showed significant changes in the way scientific understanding was co-constructed. Results provided insight into how classroom interaction can elicit optimal co-construction and how this process changes during an intervention.
Original languageDutch
Pages (from-to)243-253
Number of pages11
JournalTeaching and teacher education : an international journal of research and studies
Volume63
Issue numberApril
DOIs
StatePublished - 2017

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Keywords

  • complex dynamic systems approach
  • co-construction
  • scientific understanding
  • teaching intervention
  • state space grid

Cite this

van Vondel, Sabine; Steenbeek, Henderien; van Dijk, Marijn; van Geert, Paul / Ask, don't tell : a complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding .

In: Teaching and teacher education : an international journal of research and studies, Vol. 63, No. April, 2017, p. 243-253.

Research output: Scientific - peer-reviewArticle

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journal = "Teaching and teacher education : an international journal of research and studies",
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Ask, don't tell : a complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding . / van Vondel, Sabine; Steenbeek, Henderien; van Dijk, Marijn; van Geert, Paul.

In: Teaching and teacher education : an international journal of research and studies, Vol. 63, No. April, 2017, p. 243-253.

Research output: Scientific - peer-reviewArticle

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AB - Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on changes in teacher-student interaction patterns. Second, we examined the underlying dynamics of those changes by illustrating an in-depth micro-level analysis of teacher-student interactions. The intervention condition showed significant changes in the way scientific understanding was co-constructed. Results provided insight into how classroom interaction can elicit optimal co-construction and how this process changes during an intervention.

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