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1.
The purpose of this article is to describe findings from a study of teachers’ social interaction during discussions about students’ thinking. The goal of the discussions was for the teachers to interpret their students’ thinking as revealed from work on non-routine, thought-revealing mathematical tasks, known as model-eliciting activities. The research reported in this article focuses on instances during the discussions when the teachers engaged in what the researcher termed ‘mini-inquiries’, occasions during which the teachers inquired into why their students thought about the associated model-eliciting activities as they did or when the teachers inquired into the underlying mathematical complexities associated with the model-eliciting activities. During these mini-inquiries, the teachers typically engaged in one of four types of interaction patterns that enabled them to meet some of the challenges of attending to students’ thinking that are described in United States reform documents. 相似文献
2.
The purpose of this study is to investigate how sixth graders develop inquiry skills to construct explanations in an inquiry‐based learning environment. We designed a series of inquiry‐based learning activities and identified four inquiry skills that are relevant to students’ construction of explanation. These skills include skills to identify causal relationships, to describe the reasoning process, to use data as evidence, and to evaluate explanations. Multiple sources of data (e.g., video recordings of learning activities, interviews, students’ artifacts, and pre/post tests) were collected from two science classes with 58 sixth graders. The statistical results show that overall the students’ inquiry skills were significantly improved after they participated in the series of the learning activities. Yet the level of competency in these skills varied. While students made significant progress in identifying causal relationships, describing the reasoning process, and using data as evidence, they showed slight improvement in evaluating explanations. Additionally, the analyses suggest that phases of inquiry provide different kinds of learning opportunities and interact with students’ development of inquiry skills. 相似文献
3.
Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics. 相似文献
4.
As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). Cooperative learning. Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum, 18(3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development, 10(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education, 29(1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers’ learning. Paper presented at the European Association for Research in Learning and Instruction Conference] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences, 15, 159–176]. 相似文献
5.
Clifford Mayes 《Teaching and Teacher Education》1998,14(8):775-792
There has not yet been an attempt to categorize or critique the substantial body of literature that has arisen around the Holmes Group’s three reports regarding the treatment of teaching and teacher education: Tomorrow’s Teachers (1986), Tomorrow’s Schools (1990) and Tomorrow’s Schools of Education (1995). This article represents an initial attempt to do so, as well as to discuss what impact, if any, the Holmes suggestions have had on current practice. This literature revolves around the themes of gender, professionalism, and epistemology—themes which have dominated discussions of American teacher education for at least 150 years. Criticism of the reports accuses the Holmes Group of covering over and even perpetuating dilemmas related to thee issues with politically calculating pseudo-solutions. Favorable responses to the Holmes reports generally claim that they ‘professionally’ empower teachers by showing increased respect for teachers’ ways of knowing and doing in the classroom. 相似文献
6.
Research has found the learning cycle to be effective for science instruction in hands‐on laboratories and interactive discussions. Can the learning cycle, in which examples precede the introduction of new terms, also be applied effectively to science text? A total of 123 high school students from two suburban schools were tested for reasoning ability, then randomly assigned to read either a learning cycle or traditional text passage. Immediate and delayed posttests provided concept comprehension scores that were analyzed by type of text passage and by reasoning level. Students who read the learning cycle passage earned higher scores on concept comprehension questions than those who read the traditional passage, at all reasoning levels. This result supports the hypothesis that reading comprehension and scientific inquiry involve similar information‐processing strategies and confirms the prediction that science text presented in the learning cycle format is more comprehensible for readers at all reasoning levels. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 23–37, 1999. 相似文献
7.
In the UK, approaches to developing, encouraging and extending children’s’ thinking are of considerable professional interest. Teachers and researchers have explored a number of different strategies. These are categorized in recent Department for Education and Skills (DFES) guidance into three broad areas: philosophical, cognitive intervention, and brain-based learning approaches. Within all these approaches, spoken language has been identified as essential for collaborative learning of any kind and in some, information technology is also seen as a potentially supportive collaborative medium (McGuiness, 1999).This paper takes the form of a case study of children aged 10–11, from two Primary schools and considers the place of diagrammatic software in supporting children’s’ exploration and representation of ideas. The case study provides some concrete examples of ways in which the children made links between their discussion of ideas and their visual record. Children were recorded as they worked together to produce their map and as they reported to their peers on its completion.Data were collected over a six week period using observational schedules, field notes, and pupil feedback. The analysis of maps themselves was a central concern as this as techniques for this are not yet fully established, although some significant work is available (e.g. Mavers et al., 2002) The study showed the ease with which all pupils adapted to the use of the software. 相似文献
8.
《Educational Philosophy and Theory》2013,45(2):177-189
In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions of and interaction between doubt and belief, and his four methods of resolving or ‘fixing’ belief (i.e., tenacity, authority, a priori, and experimentation). The four methods are then juxtaposed against current models of teaching and learning such as constructivism, schema theory, situated cognition, and inquiry learning. Finally, we discuss Peirce's modes of inference as they relate educationally to the resolution of doubt and beliefs and offer an example of belief resolution from an experienced teacher in a professional development environment. 相似文献
9.
What factor(s) influence the likelihood a student will succeed in college biology? Some researchers have found the primary determinant to be the student's prior knowledge of biology, while others have found it to be reasoning ability. Perhaps the ability of these factors to predict achievement depends on the instructional method employed. Expository instruction focuses primarily on facts and concepts. Therefore, perhaps the best predictor of achievement in expository classes is domain-specific prior knowledge. Inquiry instruction focuses more on how science is done, i.e., on scientific processes; therefore, perhaps the best predictor in inquiry classes is reasoning ability. This study was designed to test these hypotheses. Students enrolled in a nonmajors community college biology course were pretested to determine reasoning ability and prior knowledge. The number of previous biology courses was also recorded as an indicator of prior knowledge. After a semester of either expository or inquiry (learning-cycle) instruction, students took a comprehensive final examination. Reasoning ability but not prior knowledge or number of previous biology courses accounted for a significant amount of variance in final examination score in both instructional methods and with semester examination and quiz scores in inquiry classes. This suggests that reasoning ability limits achievement more than prior knowledge among these biology students, whether they are enrolled in expository or inquiry classes. Reasoning ability explained more of the variance in final examination scores for students enrolled in expository classes (18.8%) than in inquiry classes (7.2%). The reason for this is not clear, but significant improvements in reasoning were found in the inquiry but not in the expository classes. These improvements were accompanied by significant differences in achievement in the inquiry classes. Perhaps the reasoning improvement facilitated the better and more equal achievement for students in the inquiry classes, thus reducing the correlation between initial reasoning ability and final achievement. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 89-103, 1998. 相似文献
10.
Keith Weber Carolyn Maher Arthur Powell Hollylynne Stohl Lee 《Educational Studies in Mathematics》2008,68(3):247-261
In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute
to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this
debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of
eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments
that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants,
they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were
using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify
why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion
analyzed in this paper to occur.
相似文献
| Keith WeberEmail: |
11.
Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential
This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a ‘professional knowledge landscape’ [Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press] to make sense of participants’ experiences. Findings suggest that considerable difficulties exist not just in terms of technical challenges, but also in terms of ethics, values, complexity and communications in schools. A similar project undertaken in Singapore [Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Khine, M. S., Moo, S. N., et al. (2003). Enhancing multi-point desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19(5), 529–541] is used to highlight the contextual nature of these challenges. The paper concludes that the promotion of new technologies as a key part of current education planning in the UK is questionable with insufficient attention being given to the sociocultural implications of such change. Implications are drawn for universities, schools and for future policy development. 相似文献
12.
From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development 总被引：2，自引：0，他引：2
This study explores the theory that individual reasoning ability, as measured using standard reasoning tests, has part of its origin in dialogue with others. In the study, 64 eight- and nine-year-old children were taught the use of ‘exploratory talk’, a type of talk in which joint reasoning is made explicit. The relationship between the talk of the children and the solving of Raven's test problems was studied using discourse analysis of groups working together. The findings of the study support four claims: that use of exploratory talk can improve group reasoning, that exploratory talk can be taught, that the teaching of exploratory talk can successfully transfer between educational contexts and that individual results on a standard non-verbal reasoning test significantly improved as a result of the intervention teaching exploratory talk. Our results offer support for the hypothesis that experience of social reasoning can improve scores on measures of individual reasoning. The stronger hypothesis that general cognitive development is a product of induction into social reasoning remains in doubt. 相似文献
13.
Talking for reasoning among Mexican primary school children 总被引：1，自引：0，他引：1
We analysed the development and promotion of ‘exploratory talk’ as a discursive tool to facilitate collective and individual reasoning in Mexican primary school children, following Mercer et al. (Br. Educ. Res. J. 25 (1999) 95) in the UK equivalent experimental and control groups of primary school children were administered a group and an individual problem-solving test before and after training. Teachers of the experimental groups trained their respective students to use competently exploratory talk to make their reasoning visible to others for solving diverse problems. In contrast with control children, experimental ones used significantly more exploratory talk, and this gain was accompanied by a substantial improvement in group and individual problem-solving. Results confirm sociocultural claims that language can function as a powerful tool to facilitate reasoning in social contexts, confirming previous UK findings. 相似文献
14.
This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the Community of Inquiry model of Garrison, Anderson and Archers [Garrison, D.R., Anderson, T., and Archer, W. (1999). Critical thinking in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105]. The framework provided should guide educators as they design, develop and implement authentic educational experiences within local, national or international settings in partnership with other educational stakeholders. 相似文献
15.
Guro Hansen Helskog 《Educational Action Research》2013,21(3):416-435
This paper presents an account of how I developed the Dialogos approach to practical philosophy through action inquiry research. The process of development is understood as a contribution to the reconstruction of the notion ‘Bildung zur Humanität’ as an ideal in education. Core perspectives, traditions and purposes involved in the action inquiry research process are outlined, discussed and divided into three phases: the humanistic–pedagogical phase, the ethical–philosophical phase, and the existential–spiritual phase. The Dialogos approach was later systematically tried out and evaluated through philosophical dialogues in empirical action research processes in the Gandhi Project and the Reconciliation Project. 相似文献
16.
Promoting student epistemological development is seen as a goal of higher education. Further, the epistemological beliefs of instructors have been shown to affect their teaching beliefs and behaviors. Some argue that only when instructors are epistemologically advanced will they be able to engage in pedagogical activities that encourage student epistemological development. This study examines the impact of the design of constructivist learning environments on university instructors’ epistemological belief systems. Constructivist learning environments are technology-based environments that present learners with authentic problems, that are supported by cases similar to the problem being posed, and learning-support strategies such as modeling, coaching, and scaffolding. Instructors’ epistemologies might be impacted by engaging in constructivist learning environment design because the process requires instructors to think about their discipline in non-traditional ways. Results of this qualitative inquiry suggests that instructors who are in a zone of ‘readiness’ for intellectual growth could experience epistemological growth from this experience. 相似文献
17.
Improving teacher questioning in science inquiry discussions through professional development 总被引：1，自引：0，他引：1
Alandeom W. Oliveira 《科学教学研究杂志》2010,47(4):422-453
18.
Ann-Marie Clark Richard C. Anderson Li-jen Kuo Il-Hee Kim Anthi Archodidou Kim Nguyen-Jahiel 《Educational Psychology Review》2003,15(2):181-198
This article presents a framework to help teachers facilitate small group discussions about stories children read. Collaborative reasoning discussions are intended to create a forum for children to listen to one another think out loud as they learn to engage in reasoned argumentation. Children use personal experiences and evidence from the stories to support their conclusions and consider each other's points of view. Excerpts from an ongoing study of 12 fourth-grade classrooms in rural, urban, and suburban settings are used to illustrate four characteristics of cognitive reasoning: (1) children's response to text; (2) children's use of text to consider multiple possibilities; (3) children's use of tools for persuading others; and (4) children's control of topic and turn-taking. 相似文献
19.
20.
This article provides a rationale for using literature in the classroom to explore conceptions of curriculum and teaching. We discuss a number of exemplars from children’s and young adult fiction, both mainstream and less well known; offer a taxonomy for categorizing the range of visions of curriculum and teaching in the literature; and describe the responses of a group of middle school students to a unit that examined schooling in literature. We argue that reading literature which addresses student experiences in school can help students make sense of those experiences and, more importantly, open their minds to ideas about teaching and schooling that they otherwise might never have considered.John Kornfeld is Professor and Director of Graduate Studies in the School of Education at Sonoma State University. His research in curriculum, children’s literature, school/ university collaboration, and the politics of schooling has been published in such journals as Theory into Practice, Social Education, and Theory and Research in Social Education.Laurie Prothro is a school library consultant and children’s librarian in Sonoma County, California. She specializes in collection development and young adult literature. Her most recent publication with John Kornfeld, entitled “Comedy, Conflict, and Community: Home and Family in Harry Potter,” appears in Elizabeth Heilman’s Harry Potter’s World: Multidisciplinary Critical Perspectives. 相似文献