Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6524
Title: Assessing Teachers’ Professional Vision of Oral Scientific Argumentation
Authors: Holton, April
Henderson, J. Bryan
Zillmer, Nicole
Greenwald, Eric
Goss, Megan
Morales, Christina
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Holton, A., Henderson, J. B., Zillmer, N., Greenwald, E., Goss, M., & Morales, C. (2020). Assessing Teachers’ Professional Vision of Oral Scientific Argumentation. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2249-2252). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: This paper reports the initial development of a measure to assess teachers’ professional vision of oral scientific argumentation using online video annotation. Teachers watched segments of videos in which students engaged in whole class, small group, and dyad argumentation sessions and annotated the video with what they noticed in these sessions. Based on previous work on professional vision and our larger study on formative assessment of oral argumentation, a coding scheme was developed and tested with a pilot study. Researchers share initial findings of this pilot which showed differences in professional vision existed.
URI: https://doi.dx.org/10.22318/icls2020.2249
https://repository.isls.org//handle/1/6524
Appears in Collections:ICLS 2020

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