How Teachers Use Instructional Improvisation to Organize Science Discourse and Learning in a Mixed Reality Environment

Abstract

In this paper we describe our model of instructional improvisation, which blends rules of theatrical improv with a constructivist teaching approach to suggest practical moves teachers can make during classroom lessons to support students’ science inquiry. We describe instructional improvisation through an analysis of interaction in the STEP (Science through Technology Enhanced Play) environment, a mixed reality simulation in which young children (ages 6-8) learn about complex science concepts. We present a case study analysis (n=26) and demonstrate how teacher moves aligned with our model of instructional improvisation support joint ownership of science knowledge and students having agency within science learning. After demonstrating the effects of these moves, we end with a discussion of how teachers might intentionally use instructional improvisation to support productive interactions in inquiry-based science classrooms.