Recent reforms in US science instruction have encouraged teachers
to engage students in the process of inquiry, but have not given
clear direction on the extent to which students should, or should
not, be guided toward particular conclusions. This paper is a
multiple-method exploration of the nature of guidance four middle
school teachers provided during discussions during a physical
science unit about density. Pre and posttests of students'
conceptual understanding identified teachers whose students had
high and low learning gains through the course of the unit.
Videotapes of each teacher's lessons were then coded according to a
framework of authoritative, dialogic, and blended guidance, as well
as the conceptual levels addressed during discussions. Results
indicate that the teachers whose students had higher learning gains
at the end of the unit shifted more often between authoritative and
dialogic communicative approaches, and led discussions which more
closely mapped onto the expected conceptual progression underlying
the unit. The study highlights the importance of actively shifting
guidance to develop students' conceptual understanding during
inquiry-based teaching.
General
Imprint: |
VDM Verlag
|
Country of origin: |
Germany |
Release date: |
December 2008 |
First published: |
December 2008 |
Authors: |
Erin Marie Furtak
|
Dimensions: |
229 x 152 x 19mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
364 |
ISBN-13: |
978-3-639-10459-2 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
3-639-10459-5 |
Barcode: |
9783639104592 |
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!