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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

Ask, don't tell

a complex dynamic systems approach to improving science education by focusing on the co-construction of scientific understanding

Samenvatting

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.

OrganisatieHanzehogeschool Groningen
LectoraatJeugd, Educatie en Samenleving
Gepubliceerd inTeaching and teacher education : an international journal of research and studies Pergamon Press, Vol. 63, Uitgave: April, Pagina's: 243-253
Jaar2017
TypeArtikel
ISSN0742-051X
DOI10.1016/j.tate.2016.12.012
TaalNederlands

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