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

Onderzoeksoutput: ArticleAcademicpeer review


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.
Originele taal-2Dutch
Pagina's (van-tot)243-253
TijdschriftTeaching and teacher education : an international journal of research and studies
Nummer van het tijdschriftApril
StatusPublished - 2017

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