Managing epistemic imbalances in peer interaction during mathematics lessons

2019 ◽  
Vol 21 (3) ◽  
pp. 280-299 ◽  
Author(s):  
Anniina Kämäräinen ◽  
Piia Björn ◽  
Lasse Eronen ◽  
Eija Kärnä
Keyword(s):  
Secondary School ◽  
Conversation Analysis ◽  
Group Work ◽  
Peer Interaction ◽  
Peer Group ◽  
Shared Understanding ◽  
Lower Secondary School ◽  
Mathematical Task ◽  
Peer Group Work ◽  
Knowledge Claims

In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K− (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers’ practices; and (2) how the K+/K− interaction became extended when a K− challenged the K+’s knowledge claims, and furthermore, how a K− steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work.

scholarly journals Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.

Neofilolog ◽  
2019 ◽  
pp. 171-182
Author(s):  
Melanie Ellis
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Group Work ◽  
Large Scale ◽  
Independent Learning ◽  
Foreign Languages ◽  
Assessment Practices ◽  
Lower Secondary School ◽  
Learning And Teaching ◽  
Degree Of Confidence

Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.This paper takes data from the first part of a longitudinal study, “Learn-ing and Teaching Foreign Languages in lower secondary school”, con-ducted by the Educational Research Institute in Warsaw. The sample is large scale and representative at the level of school, which allows us to generalise to the general population with some degree of confidence. From the data several areas appear to give cause for concern. The first is organisation of work in class, where pair and group work were found to be rare. The focus of lessons would currently appear to more often em-phasize grammar, vocabulary or receptive skills than productive skills. What is tested does not always seem to reflect what is taught, which suggests that assessment practices may not be fully informed. Motivating learners and engaging them in the lesson is also reported as a cause of dissatisfaction. Teachers were found to hold mixed views regarding the importance of independent learning, which suggests more emphasis needs to be placed on the understanding of learner autonomy. This pa-per discusses each of these areas in turn, with illustrations from the data, and makes suggestions for how teacher education could be enhanced.

Beyond Teachers' Sight Lines: Using Video Modeling to Examine Peer Discourse

2008 ◽  
Vol 101 (6) ◽  
pp. 468-472
Author(s):  
Donna Kotsopoulos
Keyword(s):  
Discourse Analysis ◽  
Mathematics Education ◽  
Group Work ◽  
Video Modeling ◽  
Peer Group ◽  
School Setting ◽  
Interactional Sociolinguistics ◽  
Peer Communication ◽  
Peer Group Work ◽  
Education Discourse

The author describes her work in mathematics education discourse between student and peer and student and teacher. This article introduces readers to various examples of discourse analysis in mathematics education. Highlighted is interactional sociolinguistics, used in a present study to investigate peer discourse in a middle-school setting. Key findings from this study include the benefits of video modeling as a mechanism for fostering inclusive peer group work and the usefulness of video modeling as a tool for assessing peer communication. Implications for low performing students are discussed.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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