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Towards a framework for effective instructional explanations in science teaching
Studies in Science Education ( IF 4.9 ) Pub Date : 2018-07-03 , DOI: 10.1080/03057267.2018.1598054
Christoph Kulgemeyer 1
Affiliation  

ABSTRACT Instructional explanations have sometimes been described as an ineffective way to teach science, representing a transmissive view of learning. However, science teachers frequently provide instructional explanations, and students also offer them in cooperative learning. Contrary to the transmissive view regarding explanation, studies suggest that instructional explanations might be successful if they are based on an interaction between explainers and explainees, including the diagnosis of understanding and adaptation to the explainee’s needs. The present article has three goals: (1) It will propose a framework for potentially effective instructional explanations, presenting five core ideas of what constitutes effective instructional explanations and two concerning how they should be implemented into science teaching. (2) To justify the framework, the article will review studies on the effectiveness of instructional explanations. It will identify factors that have been researched for their impact on the effectiveness of instructional explanations and discuss them for their applicability to science teaching. (3) This article will connect the research on instructional explanations with the idea of basic dimensions of instructional quality in science. It will discuss the core ideas as particular expressions of the basic dimensions of instructional quality, specifically ‘cognitive activation’ and ‘constructive support’.

中文翻译:

在科学教学中建立有效教学解释的框架

摘要 教学解释有时被描述为一种无效的科学教学方式,代表了一种传播性的学习观。然而,科学教师经常提供教学解释,学生也提供合作学习。与关于解释的传递性观点相反,研究表明,如果教学解释基于解释者和被解释者之间的互动,包括对理解和适应被解释者需求的诊断,那么教学解释可能会成功。本文有三个目标:(1)它将提出一个潜在有效教学解释的框架,提出构成有效教学解释的五个核心思想和两个关于如何将它们实施到科学教学中的核心思想。(2) 为了证明该框架的合理性,本文将回顾有关教学解释有效性的研究。它将确定已研究的因素对教学解释有效性的影响,并讨论它们在科学教学中的适用性。(3)本文将教学解释研究与科学教学质量基本维度的思想联系起来。它将讨论作为教学质量基本维度的特定表达的核心思想,特别是“认知激活”和“建设性支持”。它将确定已研究的因素对教学解释有效性的影响,并讨论它们在科学教学中的适用性。(3)本文将教学解释研究与科学教学质量基本维度的思想联系起来。它将讨论作为教学质量基本维度的特定表达的核心思想,特别是“认知激活”和“建设性支持”。它将确定已研究的因素对教学解释有效性的影响,并讨论它们在科学教学中的适用性。(3)本文将教学解释研究与科学教学质量基本维度的思想联系起来。它将讨论作为教学质量基本维度的特定表达的核心思想,特别是“认知激活”和“建设性支持”。
更新日期:2018-07-03
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