Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6593
Title: Practice-Based Teacher Education With ELK: A Role-Playing Simulation for Eliciting Learner Knowledge
Authors: Wang, Xu
Thompson, Meredith
Yang, Kexin
Roy, Dan
Koedinger, Kenneth
Rosé, Carolyn Penstein
Reich, Justin
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Wang, X., Thompson, M., Yang, K., Roy, D., Koedinger, K., Rosé, C. P., & Reich, J. (2020). Practice-Based Teacher Education With ELK: A Role-Playing Simulation for Eliciting Learner Knowledge. 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. 2425-2426). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Compared to other helping professions, teacher training typically lacks sufficient opportunities for novices to practice new skills. When teachers learn, they listen to people talk about teaching, or talk about teaching themselves, but they very rarely do the work of teaching. Games and simulations offer a promising framework to advance practice-based professional training for complex skills such as teaching. In this work, we built a role-playing simulation ELK to help teachers develop effective questioning strategies to elicit learner prior knowledge. We evaluate ELK with 76 pre-service teachers in two modes, “Chat” and “Code”. We find that in both modes ELK raises teachers’ awareness about student misconceptions and the importance of student thinking, and teachers demonstrate a modest increase in effective questioning strategies after three rounds of playing.
URI: https://doi.dx.org/10.22318/icls2020.2425
https://repository.isls.org//handle/1/6593
Appears in Collections:ICLS 2020

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