Teachers' Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations

Autor/inn/en	Abdu, Rotem; Slakmon, Benzi
Titel	Teachers' Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations
Quelle	In: Computers in the Schools, 40 (2023) 1, S. 1-21Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Abdu, Rotem) ORCID (Slakmon, Benzi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2090756
Schlagwörter	Forschungsbericht; Observation; Cooperative Learning; Computer Simulation; Mathematics Education; Prediction; Personal Narratives; Discovery Learning; Technology Uses in Education; Foreign Countries; Secondary School Students; Israel + Suchen Sie Ihr Suchwort? Beobachtung; Kooperatives Lernen; Computergrafik; Computersimulation; Mathematische Bildung; Vorhersage; Erlebniserzählung; Entdeckendes Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Sekundarschüler
Abstract	Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several communicative channels. We use the professional noticing paradigm to demonstrate how a teacher's ability to listen to students' thinking via a brief encounter in real classroom setups can yield misconstrued interpretation of students' activity and impede learning. We present a case study where a teacher listens to students' thinking in building a model with a dynamic mathematics environment. We show how the teacher's response exacerbated those local confusions in ways that compromised the lesson's goals. We reflect on how the lesson's design influenced these outcomes and survey technology and activity developments to support teachers' noticing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01