Using Simulated Classrooms to Examine Elementary Teachers' Perceptions about, Attention to, and Use of Formative Feedback to Improve Their Ability to Facilitate Science Discussions

Autor/inn/en	Mikeska, Jamie N.; Steinberg, Jonathan; Lottero-Perdue, Pamela S.; Cisterna, Dante; Kinsey, Devon; Howell, Heather
Titel	Using Simulated Classrooms to Examine Elementary Teachers' Perceptions about, Attention to, and Use of Formative Feedback to Improve Their Ability to Facilitate Science Discussions
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2023) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Simulation; Elementary School Teachers; Teacher Attitudes; Attention; Formative Evaluation; Feedback (Response); Science Education; Discussion (Teaching Technique); Written Language; Learning Activities + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Aufmerksamkeit; Naturwissenschaftliche Bildung; Geschriebene Sprache; Lernaktivität
Abstract	The purpose of this research study was to examine in-service teachers' perceptions about, attention to, and use of two different types of written formative feedback designed to support them in developing their ability to engage in one core teaching practice: facilitating discussions that engage students in scientific argumentation. This core teaching practice has been nominated as important for building students' scientific literacy and has been perennially difficult for teachers to learn how to engage in successfully. This study used an online, simulated classroom made up of five upper elementary student avatars as the practice-based space where the participating in-service teachers facilitated two science discussions. Following the first discussion, each teacher received one of two types of written formative feedback (namely, specific feedback or scoring level feedback) based on their discussion. Findings indicated that the teachers perceived both types of feedback as useful and strongly attended to areas of improvement suggested in the written feedback, regardless of feedback condition. Study results suggest that the use of specific or scoring level feedback can serve as one valuable mechanism to support improvement when using online simulations with elementary science teachers. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01