Identifying Multiple Levels of Discussion-Based Teaching Strategies for Constructing Scientific Models

Autor/inn/en	Williams, Grant; Clement, John
Titel	Identifying Multiple Levels of Discussion-Based Teaching Strategies for Constructing Scientific Models
Quelle	In: International Journal of Science Education, 37 (2015) 1, S.82-107 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.966257
Schlagwörter	Discussion (Teaching Technique); High Schools; Secondary School Teachers; Physics; Science Teachers; Scientific Concepts; Concept Formation; Models; Science Instruction; Teaching Methods; Cognitive Processes; Video Technology; Interviews; Energy; Pretests Posttests + Suchen Sie Ihr Suchwort? High school; Oberschule; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Interviewing; Interviewtechnik; Energie
Abstract	This study sought to identify specific types of discussion-based strategies that two successful high school physics teachers using a model-based approach utilized in attempting to foster students' construction of explanatory models for scientific concepts. We found evidence that, in addition to previously documented dialogical strategies that teachers utilize to engage students in effectively communicating their scientific ideas in class, there is a second level of more cognitively focused model-construction-supporting strategies that these teachers utilized in attempting to foster students' learning. A further distinction between "macro" and "micro" strategy levels within the set of cognitive strategies is proposed. The relationships between the resulting three levels of strategies are portrayed in a diagramming system that tracks discussions over time. The study attempts to contribute to a clearer understanding of how discussion-leading strategies may be used to scaffold the development of conceptual understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10