Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6569
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Tosun, Gözde | |
dc.date.accessioned | 2020-07-08T23:53:49Z | |
dc.date.accessioned | 2020-07-09T04:30:32Z | - |
dc.date.available | 2020-07-08T23:53:49Z | |
dc.date.available | 2020-07-09T04:30:32Z | - |
dc.date.issued | 2020-06 | |
dc.identifier.citation | Tosun, G. (2020). An Exploratory Study of Science Teachers’ Instructional Decision-Making in Relation to “Coherence”. 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. 2379-2380). Nashville, Tennessee: International Society of the Learning Sciences. | en_US |
dc.identifier.uri | https://doi.dx.org/10.22318/icls2020.2379 | |
dc.identifier.uri | https://repository.isls.org//handle/1/6569 | - |
dc.description.abstract | Lesson coherence improves students’ learning in science (Roth et al., 2011). This paper examines teachers’ ability to distinguish coherent lessons from incoherent ones in relation to their academic and professional backgrounds. I report an exploratory study of 22 teachers. Results indicate that professional development does contribute to teachers’ ability to distinguish coherent lessons and may support teachers’ consistent understandings of coherence. However, the teachers were generally unable to explain reasons underlying the coherence of lessons. | en_US |
dc.language.iso | en | en_US |
dc.publisher | International Society of the Learning Sciences (ISLS) | en_US |
dc.subject | Teaching and Teacher Learning | en_US |
dc.title | An Exploratory Study of Science Teachers’ Instructional Decision-Making in Relation to “Coherence” | en_US |
dc.type | Poster | en_US |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
---|---|---|---|
2379-2380.pdf | 142.79 kB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.