Which ideas, when, and why? An experienced teacher's in-the-moment pedagogical reasoning about facilitating student sense-making discussions

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-10-10 DOI:10.1002/tea.21908
Christina (Stina) Krist, Soo-Yean Shim
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Abstract

Teaching to support students' sense-making is challenging. It requires continuous, context-dependent decision-making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or close down student sense-making while facilitating whole-class discussions. We analyzed video recordings of (1) Nadine's classroom teaching over the course of two instructional units, (2) classroom moments tagged by Nadine or researchers in the midst of her teaching capturing her rationales for instructional decisions, and (3) interviews about those tagged moments. Using constant-comparative analytic methods, we identified three dimensions of criteria that Nadine considered in her decisions about whether to pursue student ideas: (1) disciplinary potential, (2) potential for fostering the classroom community, and (3) curricular considerations. We present four episodes that feature Nadine's reasoning, two in which she intentionally made space for student sense-making and two in which she intentionally closed down lines of student reasoning. Regardless of the decision, the criteria Nadine considered were sometimes aligned, supporting a straightforward decision, and other times created tensions. Across four episodes, we show how Nadine navigated multidimensional criteria; considered students' long-term trajectories; and considered for whom pursuing sense-making would be beneficial. We argue that these navigational considerations might serve as focal points as teachers, researchers, and professional learning facilitators make sense of teachers' instructional decisions as they occur during instruction and that leveraging them to open opportunities for discourse with teachers can support complex teaching practices.

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哪些想法、何时以及为什么?一位经验丰富的教师对促进学生感性讨论的即时教学推理
支持学生感性认识的教学具有挑战性。它要求教师根据具体情境不断做出决策,决定在何时、如何以及为何追求学生的哪些想法。本文以一位经验丰富的教师纳迪娜(Nadine)为例,介绍了她的一个案例研究,以丰富描述这位教师的决策情节。具体来说,我们描述了纳丁在促进全班讨论时为学生的感性认识留出空间或关闭学生感性认识的决策的教学推理。我们分析了(1)纳丁在两个教学单元中的课堂教学录像;(2)纳丁或研究人员在教学过程中捕捉到的课堂片段,包括她的教学决策理由;以及(3)关于这些片段的访谈。通过恒定比较分析方法,我们确定了纳丁在决定是否采纳学生想法时所考虑的三个方面的标准:(1) 学科潜力,(2) 促进课堂社区的潜力,以及 (3) 课程考虑。我们介绍了四段纳丁的推理过程,其中两段是她有意为学生的感性认识留出空间,另两段是她有意关闭学生的推理思路。不管是哪种决定,纳丁考虑的标准有时是一致的,支持一个简单明了的决定,有时则会产生矛盾。在这四个事件中,我们展示了纳迪娜是如何驾驭多维标准、考虑学生的长期发展轨迹,以及考虑对哪些人来说追求感性认识是有益的。我们认为,当教师、研究人员和专业学习促进者在教学过程中理解教师的教学决策时,这些导航考虑因素可以作为焦点,利用它们为教师提供讨论机会,可以支持复杂的教学实践。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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