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Curricular Knowledge as a Resource for Responsive Instruction: A Case Study
Cognition and Instruction ( IF 3.356 ) Pub Date : 2020-10-28 , DOI: 10.1080/07370008.2020.1832096
Amy D. Robertson 1 , Kara E. Gray 1 , Clarissa E. Lovegren 1 , Kathryn L. Killough 1 , Scott T. Wenzinger 1
Affiliation  

Abstract

Responsive instruction—or instruction that foregrounds and takes up the disciplinary substance of student thinking—is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate or rely on curriculum with set, structured learning trajectories for students. In this paper, we propose a new component of curricular knowledge—in particular, an understanding of the purposes of questions or sequences of questions in research-based instructional materials. We show that this kind of curricular knowledge supported the enactment of responsive instructional practices among one cohort of 14 undergraduate physics Learning Assistants, illustrating the relationship between curricular knowledge and responsive instruction. We document some of the key phases in and tools that supported the development of this cohort’s curricular knowledge, lending insight into how teacher educators might support the development of curricular knowledge in their own contexts.



中文翻译:

课程知识作为响应式教学的资源:一个案例研究

摘要

响应式教学(或着眼于并占据学生思维学科内容的教学)既是近期STEM教育改革的标志,又具有挑战性。在要求或依赖具有固定,结构化学习轨迹的课程的教学环境中,这种教学可能特别具有挑战性。在本文中,我们提出了课程知识的新组成部分,尤其是对基于研究的教学材料中问题或问题序列目的的理解。我们表明,这种课程知识支持在14名本科生物理学习助手队列中制定响应式教学实践,说明了课程知识与响应式教学之间的关系。

更新日期:2020-10-28
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