Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

Autor/inn/en	Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.
Titel	Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics
Quelle	In: Research in Science Education, 49 (2019) 5, S.1457-1491 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorfner, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9663-x
Schlagwörter	Biology; Science Instruction; Educational Quality; Science Achievement; Video Technology; High Achievement; Low Achievement; Models; Foreign Countries; Classroom Techniques; Classroom Environment; Cognitive Processes; Germany + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Quality of education; Bildungsqualität; Unterdurchschnittliche Leistung; Analogiemodell; Ausland; Klassenführung; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions ("classroom management," "supportive climate," and "cognitive activation") of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction--working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance--that could have positive influence on students' achievement. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01