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|Title:||Uncovering Teachers’ Pedagogical Reasoning in Science Discussions|
|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.|
|Appears in Collections:||ICLS 2016|
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