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.
|Tijdschrift||Teaching and teacher education : an international journal of research and studies|
|Nummer van het tijdschrift||April|
|Status||Published - 2017|
van Vondel, S., Steenbeek, H., van Dijk, M., & van Geert, P. (2017). Ask, don't tell: a complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding . Teaching and teacher education : an international journal of research and studies, 63(April), 243-253. https://doi.org/10.1016/j.tate.2016.12.012