Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research

Autor/inn/en	Cooper, Katelyn M.; Schinske, Jeffrey N.; Tanner, Kimberly D.
Titel	Reconsidering the Share of a Think-Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research
Quelle	In: CBE - Life Sciences Education, 20 (2021) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.20-08-0200
Schlagwörter	Science Instruction; Cooperative Learning; Active Learning; Instructional Effectiveness; Problems; College Science; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Aktives Lernen; Unterrichtserfolg; Problemsituation
Abstract	A key tenet of the nature of science is that "knowledge, although reliable and durable, is never absolute or certain" and is subject to change with the accrual of new bodies of evidence (Lederman "et al." 2002). Similarly, pedagogical choices grounded in scientific teaching would also be expected to be modified, refined, and perhaps even shifted entirely as new evidence emerges about their impact. Prompted by the authors' experiences--as instructors, observers, and participants--as well as by multiple lines of emerging research evidence, they reconsider the necessity, impact, and assumptions behind the share of the think-pair-share. This article presents three scenarios offered from the perspectives of a classroom observer, a student, and a seminar speaker. (ERIC).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01