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|Title:||Scaffolding Learning from Contrasting Video Cases|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Nagarajan, A. & Hmelo-Silver, C. (2006). Scaffolding Learning from Contrasting Video Cases. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 495-501). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Video cases can serve as valuable instructional tools for preservice teachers by presenting examples of effective and ineffective student learning and pedagogical approaches. However, merely seeing video-cases without in-depth, interpretive analysis may not ensure learning. This study examined the effects of cognitive, metacognitive, combination, and affective questions, on preservice teachers' declarative knowledge of formative assessment, case- interpretation skills and ability to redesign formative assessments in similar and novel classroom contexts. All participants showed significant improvements from pretest to posttest on declarative knowledge and case-interpretation skills. A-priori planned contrasts revealed that the cognitive- questions group outperformed the metacognitive group on declarative knowledge whereas the metacognitive-questions group outperformed the cognitive group on video case-interpretation at posttest and transfer tasks. The results suggest practical implications for using specific scaffolding questions that are effective in improving conceptual knowledge and applied case-interpretation skills during contrasting video case analysis activities.|
|Appears in Collections:||ICLS 2006|
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