Teachers' Pedagogical Reasoning and Students' Three‐Dimensional Learning
Dados Bibliográficos
This article reports analyses of data from a design‐based implementation project focused on middle‐ and high‐school science teaching. Drawing on teacher interviews and surveys as well as student learning evidence, we examined the relationships between teachers' pedagogical reasoning and their students' three‐dimensional learning. Most teachers were similar in their reasoning about the importance of facilitating students in active learning—what we call active‐learning pedagogies. There were also important differences between two groups of teachers, though. Teachers of lower learning‐gains classrooms reasoned that they should use investigations and hands‐on experiences as means to engage students in a variety of interesting activities. Teachers of higher learning‐gains classrooms reasoned that they should engage students in science learning activities including asking questions, carrying out practice‐driven investigations, and constructing explanations to support students' sustained scientific engagement with phenomena—what we call three‐dimensional pedagogies. The findings suggest the potential benefits of enacting professional learning that attends to and engages with teachers' reasoning about their purposes, their students, and their instructional practices. For example, teachers may benefit from reasoning collectively about how to simultaneously satisfy both commitments to meeting expectations of students, parents, and administrators (which privilege active‐learning pedagogies) and commitments to supporting students' sustained scientific engagement (which privilege three‐dimensional pedagogies)
Active learning (machine learning) · Privilege (computing) · Science education · Science learning · Scientific reasoning · Student engagement · Teaching method · Variety (cybernetics) · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
Inside Teaching
Academic Work
Supporting teachers to negotiate uncertainty for science, students, and teaching
Extensions to the k-Means Algorithm for Clustering Large Data Sets with Categorical Values
Videobased lesson analysis
How Context Matters in High-Need Schools
From Preparation to Practice
Conceptualizing the curriculum enactment process in mathematics education
Teachers’ perception of STEM integration and education
The Persistence of Privacy
A Revolution in One Classroom
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Social Design Experiments
Rethinking diversity in learning science
Ambitious Pedagogy by Novice Teachers
Understanding teacher identity
Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning
The role of collective sensemaking and science curriculum development within a research–practice partnership
Factors affecting students' learning from a design‐based implementation research project in diverse education systems
Instructional practices in secondary science
Assessing instructional quality in science in the era of ambitious reforms
Disciplinary Literacy Versus Doing School
Mathematics teachers’ “learning to notice” in the context of a video club
Curriculum Materials in Mathematics Education Reform
Teacher value‐added
Analyzing Instructionally Focused Education Systems
Multidimensional Noticing for Teaching Science‐as‐Practice
Characterizing variations in the figured worlds of teachers and students in science class
Value Added
Making Sense of Student Performance Data
Developing a Theory of Ambitious Early-Career Teacher Practice
Attending to Problems of Practice
Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
Telling Identities
Parsing the Practice of Teaching
Situated Learning
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