scholarly journals Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms

2017 ◽  
Vol 101 (5) ◽  
pp. 741-764 ◽  
Author(s):  
Louise Archer ◽  
Emily Dawson ◽  
Jennifer DeWitt ◽  
Spela Godec ◽  
Heather King ◽  
...  
Keyword(s):  
Secondary Science ◽  
Science Classrooms ◽  
Teachers And Students

scholarly journals Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

2021 ◽  
Author(s):  
Tarja Pietarinen ◽  
Tuire Palonen ◽  
Marja Vauras
Keyword(s):  
Teacher Perceptions ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Science Classrooms ◽  
Student Groups ◽  
Teacher Guidance ◽  
Group Outcomes ◽  
Teacher Affect ◽  
Teachers And Students ◽  
Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

scholarly journals The effectiveness of integrating existing digital learning resources into classroom teaching – an evaluation of the learning achievement

2012 ◽  
Vol 8 (2) ◽  
pp. 150-161
Author(s):  
Svava Pétursdóttir
Keyword(s):  
Secondary Science ◽  
Learning Resources ◽  
Teacher Competence ◽  
Digital Learning ◽  
Science Classrooms ◽  
Before And After ◽  
Quasi Experimental ◽  
Digital Learning Resources ◽  
Selection Of ◽  
Better Than

This paper presents the results of an intervention study exploring the effectiveness of an implementation of a selection of digital learning resources (DLR) in lower secondary science classrooms. Eight teachers participated in a quasi-experimental intervention, teaching three different subjects with and without DLRs. The data presented are from pupil tests before and after the teaching combined with observation of lessons and interviews with both pupils and teachers. In two of the three subjects the groups using DLRs did slightly better than the comparison group. The results indicate that successful ICT based learning is just as dependent on teacher competence as the quality and features of the resources.

scholarly journals Fostering curiosity in science classrooms: Inquiring into practice using cogenerative dialoguing

2017 ◽  
Vol 28 (3) ◽  
pp. 190-198
Author(s):  
Joanna Higgins ◽  
◽  
Azra Moeed ◽  
Keyword(s):  
Scientific Literacy ◽  
Science Classroom ◽  
Content Delivery ◽  
Secondary Science ◽  
Opportunities To Learn ◽  
Learning Context ◽  
Science Classrooms ◽  
Video Clips ◽  
Interpretive Approach ◽  
Scientific Ideas

Developing students' scientific literacy requires teachers to use a variety of pedagogical approaches including using video as a form of instruction. Using video is a way of engaging students in science ideas not otherwise accessible to them. This study investigated the use of video clips representing scientific ideas in a secondary science classroom as one component of a science program. Drawing an interpretive approach framed as authentic participant-centered inquiry the analysis used cogenerative dialoguing to generate collective perspectives on the affordances and constraints of learning from video. We found that the structure of a video in terms of density of the content delivery and its length shaped students' viewing experiences and access to science ideas. We argue that structures of the learning context afford and constrain students' opportunities to learn science from video.

Fostering climate literacy with global climate models in secondary science classrooms

2020 ◽  
pp. 29-43
Author(s):  
Cory Forbes ◽  
Mark Chandler ◽  
Devarati Bhattacharya ◽  
Kimberly Carroll Steward ◽  
James Blake ◽  
...  
Keyword(s):  
Climate Models ◽  
Global Climate ◽  
Global Climate Models ◽  
Secondary Science ◽  
Science Classrooms ◽  
Climate Literacy
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