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Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science
Cognition and Instruction ( IF 3.356 ) Pub Date : 2020-05-13 , DOI: 10.1080/07370008.2020.1763349
Christina V. Schwarz 1 , Melissa Braaten 2 , Christa Haverly 3 , Elizabeth X. de los Santos 4
Affiliation  

Abstract

Eliciting, noticing, and responding to students’ sense-making is important for advancing students’ understanding and fostering meaningful participation in science. By sense-making, we mean wrestling with ideas, language, experiences, and perspectives in a community to figure out how and why the world works. In the bustle of an elementary classroom, noticing and productively responding to the seemingly disorderly processes of sense-making presents challenges for teachers. Further, sense-making interactions are especially consequential for racially, linguistically and culturally minoritized youth whose ways of knowing are more expansive than the narrow conceptions of science present in schools. One core challenge for supporting sense-making in classrooms has been understanding the nature of these complex, dynamic, and multi-faceted interactions. To address this challenge, we analyzed videos of classroom sense-making interactions along with teachers’ reflections about those interactions to focus on sense-making moments or the composite set of moments called episodes. Doing so enabled us to understand pedagogical moves, responses and resources that were leveraged in sense-making interactions as well as how teachers interpreted those moments. It also enabled us to determine characteristics of those interactions that expanded, maintained, or shut down opportunities for sense-making. We illustrate these findings using three cases chosen from a larger multiple studies research project with early career and experienced elementary teachers. These three nuanced cases deepen our collective understanding of complex sense-making interactions in elementary classrooms by offering alternative analysis of sense-making interactions and their consequences on future sense-making. For example, while one sense-making episode initially appeared chaotic, pedagogical moves to incorporate emergent ideas into the science narrative and challenging and connecting ideas moved toward expanding opportunities for sense-making. Unpacking sense-making moments is critical for understanding the nature and consequences of sense-making moments as well as how to better support teachers in providing sense-making opportunities for all students in science.



中文翻译:

使用感性片刻来理解基础教师的互动如何扩展,维持或关闭科学中的感性创造

摘要

激发,注意并回应学生的感性对于提高学生的理解力和促进有意义的科学参与非常重要。所谓感官,是指在社区中与思想,语言,经验和观点进行搏斗,以弄清世界如何以及为什么运转。在小学教室的喧嚣中,注意和有效地应对看似混乱的感官创造过程给教师带来了挑战。此外,对于那些种族,语言和文化上处于少数群体的年轻人来说,感官互动尤其重要,因为他们的认识方式比学校中狭the的科学观念更为广泛。支持教室中的感官理解的一项核心挑战是理解这些复杂,动态和多面的交互的本质。感官时刻或称为情节的综合时刻。这样做使我们能够理解在有意义的互动中利用的教学动作,反应和资源,以及老师如何解释这些时刻。这也使我们能够确定那些扩大,维持或关闭进行感性交流的机会的互动的特征。我们使用从大型多元研究项目中选择的三个案例来说明这些发现,这些案例具有早期职业和经验丰富的基础老师。这三个细微的案例通过提供对感性互动及其对未来感性的影响的替代分析,加深了我们对基本课堂中复杂的感性互动的集体理解。例如,虽然一个感官发作最初看起来很混乱,旨在将新兴思想融入科学叙事中的教学举措,以及具有挑战性和联系性的思想朝着扩大感官机会的方向发展。解开感官时刻对于理解感官时刻的性质和后果以及如何更好地支持教师为所有理科学生提供感官机会至关重要。

更新日期:2020-05-13
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