Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/773
Title: Exploring Teacher Presence During Social Regulation of Learning in Science Classrooms
Authors: Dragnic-Cindric, Dalila
Lobczowski, Nikki G.
Greene, Jeffrey Alan
Murphy, P. Karen
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Dragnic-Cindric, D., Lobczowski, N. G., Greene, J. A., & Murphy, P. K. (2018). Exploring Teacher Presence During Social Regulation of Learning in Science Classrooms. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: We studied the extent to which teacher presence relates to social regulation of learning in a collaborative model-based learning task in two high school physics classrooms. We found that groups engaged in argumentation discourse without the teacher actively monitored their understanding and used adaptive regulation strategies. The groups in which the teacher was present during the discussion relied on the teacher for regulation of learning. We discuss the implications for science teachers and teacher educators.
URI: https://doi.dx.org/10.22318/cscl2018.1631
https://repository.isls.org//handle/1/773
Appears in Collections:ICLS 2018

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