Uittreksel
| Originele taal-2 | Dutch |
|---|---|
| Pagina's (van-tot) | 243-253 |
| Tijdschrift | Teaching and teacher education : an international journal of research and studies |
| Volume | 63 |
| Nummer van het tijdschrift | April |
| DOI's | |
| Status | Published - 2017 |
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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, Nr. April, 2017, blz. 243-253.Onderzoeksoutput: Article › Academic › peer review
TY - JOUR
T1 - Ask, don't tell
T2 - a complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding
AU - van Vondel, Sabine
AU - Steenbeek, Henderien
AU - van Dijk, Marijn
AU - van Geert, Paul
PY - 2017
Y1 - 2017
N2 - 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.
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.
KW - complex dynamic systems approach
KW - co-construction
KW - scientific understanding
KW - teaching intervention
KW - state space grid
UR - http://www.mendeley.com/research/ask-dont-tell-complex-dynamic-systems-approach-improving-science-education-focusing-coconstruction-s
U2 - 10.1016/j.tate.2016.12.012
DO - 10.1016/j.tate.2016.12.012
M3 - Article
VL - 63
SP - 243
EP - 253
JO - Teaching and teacher education : an international journal of research and studies
JF - Teaching and teacher education : an international journal of research and studies
SN - 0742-051X
IS - April
ER -