Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/142
Title: Understanding Middle School Teachers’ Processing of Student-Generated Resources in Science Classrooms
Authors: Liu, Xinyang
Chen, Shu
Jin, Yinglian
Pei, Xinning
Zheng, Tainian
Xiao, Sihan
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Liu, X., Chen, S., Jin, Y., Pei, X., Zheng, T., & Xiao, S. (2016). Understanding Middle School Teachers’ Processing of Student-Generated Resources in Science Classrooms In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: Teachers constantly encounter various responses generated by students in the classroom. These responses, which can be regarded as instructional “resources” that have potential value for facilitating students’ deep learning, are not fully used in teachers’ everyday practice. By proposing the notion of “student-generated resources” (SGRs) and adopting a “resources use” rather than sociolinguistic perspective, this study investigates what SGRs are there in the classroom and how teachers process them. Based on classroom observations, we identify five types of SGRs. Following the “perceive–interpret–mobilize” processing flow, teachers demonstrate three processing results (utilize, feedback, and abandon). Further, we identify three approaches of teachers’ utilization of SGRs and five approaches of their feedback to SGRs. Our findings suggest that teachers tend to give feedback to SGRs rather than utilize them as resources. This study broadens theoretical landscape about classroom resources and helps teachers take full advantage of SGRs in empowering students’ learning.
URI: https://repository.isls.org/handle/1/142
https://dx.doi.org/10.22318/icls2016.53
Appears in Collections:ICLS 2016

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