Dealing with Student Errors in Whole-Class Discussions of Biology Lessons at German Secondary Schools

Autor/inn/en	von Kotzebue, Lena; Förtsch, Christian; Förtsch, Sonja; Neuhaus, Birgit J.
Titel	Dealing with Student Errors in Whole-Class Discussions of Biology Lessons at German Secondary Schools
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 3, S.459-480 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von Kotzebue, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10171-4
Schlagwörter	Biology; Secondary School Science; Secondary School Students; Discussion (Teaching Technique); Error Correction; Teacher Response; Secondary School Teachers; Science Instruction; Science Achievement; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Biologie; Sekundarschüler; Korrektur; Lehrerkommentar; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Deutschland
Abstract	Dealing with student errors is a central feature of instructional quality. Teachers' reactions to a student's error and classmates' errors can be crucial to the success of a lesson. A teacher should respond appropriately in terms of motivational and learning-related issues so that the error can become a learning opportunity for students. Currently, error situations have rarely been directly recorded and explored in empirical studies. This gap is the central focus of the current study in which we investigated errors in biology instruction within a cross-sectional design where biology lessons in German secondary schools were videotaped, teachers' dealings with errors analyzed, and student achievement documented with pretests and posttests. The study found that constructively dealing with student errors had a significant positive effect on student achievement at the class level. Results confirmed the relevance of teachers' appropriate dealing with student errors on learning in biology instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01