Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/362
Title: Uncovering Teachers’ Pedagogical Reasoning in Science Discussions
Authors: Clarke, Sherice
Gerritsen, David
Grainger, Rebecca
Ogan, Amy
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Clarke, S., Gerritsen, D., Grainger, R., & Ogan, A. (2016). Uncovering Teachers’ Pedagogical Reasoning in Science Discussions 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 2. Singapore: International Society of the Learning Sciences.
Abstract: We report on research in progress that examines how teachers reason about and make pedagogical decisions in the context of science discussions. We developed and administered a high-fidelity multimedia survey instrument populated with segments of class discussions and open-ended questions to expose 1) teachers’ reasoning about student thinking in science discussions and 2) what pedagogical moves they would make in light of their reasoning to advance the discussion. The findings show distinct qualitative differences in the way novice and more experienced teachers see dialogic and conceptual processes in science discussions. They help to identify places where teachers may need support in developing their pedagogical reasoning in science discussion.
URI: https://repository.isls.org/handle/1/362
https://doi.dx.org/10.22318/icls2016.155
Appears in Collections:ICSL 2016

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