Making in‐the‐moment learning visible
A framework to identify and compare various ways of learning through continuity and discourse change
Bibliographic Data
| ID | 21392912 |
|---|---|
| Authors | Jessica M Karch (0000-0002-5546-4318, Department of Chemistry Tufts University Medford Massachusetts USA), Nicolette M Maggiore (0000-0001-9098-9569, Department of Chemistry Tufts University Medford Massachusetts USA), Jennifer R Pierre‐Louis (Department of Chemistry Tufts University Medford Massachusetts USA), Destiny Strange (Department of Chemistry Tufts University Medford Massachusetts USA), Vesal Dini (0000-0003-0639-9238, Department of Physics Tufts University Medford Massachusetts USA), Ira Caspari‐Gnann (0000-0003-1728-8656, Department of Chemistry Tufts University Medford Massachusetts USA, corresponding author) |
| Year | 2024 |
| Volume | 108 |
| Issue | 5 |
| Pages | 1292-1328 |
| Publication date | 2024-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21874 |
| OpenAlex | W4395024682 |
| Language | EN |
| Citations received | 1 |
| References cited | 79 |
Small group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in‐the‐moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in‐person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In‐depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in‐the‐moment learning occurs
Epistemology · Mathematics education · Moment (physics) · Operationalization · Physics · Science education · Variety (cybernetics) · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology
Aesthetic Experience in Science Education
Defining sensemaking
The tension between authoritative and dialogic discourse
Funds of knowledge and discourses and hybrid space
When Smart Groups Fail
Activity theory as a framework for analyzing and redesigning work
Epistemologically authentic inquiry in schools
Learning as discourse change
Epistemologies in practice
Disciplinary authority and accountability in scientific practice and learning
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Guiding Principles for Fostering Productive Disciplinary Engagement
Experience and Education
Aesthetics, affect, and making meaning in science education
Biological Conceptualization of Race
Sashaying Across Party Lines
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom
Characterizing the formative assessment enactment of experienced science teachers
Reframing formative assessment for emergent bilinguals
The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms
Epistemic agency for costructuring expansive knowledge‐building practices
“Estoy Explorando Science”
Retiring the term English language learners
A transactional methodology for analysing learning
Determining Validity in Qualitative Inquiry
Situated Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |