Iraya Yánez‐Pérez, Radu Bogdan Toma, Jesús Ángel Meneses‐Villagrá
Teachers often struggle to implement inquiry‐based science teaching. To support them, IndagApp—a 3D educational app that offers curriculum‐aligned, inquiry‐based lesson plans—was designed. The app is rooted in the inquiry phases recommended in best‐practices literature, which arguably align with most international standards. This study describes IndagApp and evaluates its usability with fifth‐graders from two elementary schools in Spain (N = 43). The system usability scale (SUS) and the Pictorial‐SUS were used to collect students' feedback on usability. Both frequentist and Bayesian analyses were conducted to compare the mean SUS score with established benchmarks for usability. The results showed that IndagApp had high usability ratings, with most students rating it as the “Best imaginable” or “Good.” The mean SUS score was 84.816, which was significantly higher than the benchmark score of 68. There were no differences in usability between girls and boys, and students in private and public schools. These findings suggest that IndagApp is a valuable resource for inquiry learning in elementary grades and has significant implications for science education and science teacher professional development, as it helps teachers adopt reform‐oriented teaching practices that align with the curricular standards and goals.
教师在实施探究式科学教学时往往会遇到困难。为了给他们提供支持，我们设计了 IndagApp--一款 3D 教育应用程序，提供与课程一致的探究式课程计划。该应用程序以最佳实践文献中推荐的探究阶段为基础，可以说与大多数国际标准相一致。本研究介绍了 IndagApp，并对其可用性进行了评估，评估对象是来自西班牙两所小学的五年级学生（43 人）。系统可用性量表（SUS）和Pictorial-SUS用于收集学生对可用性的反馈意见。通过频数分析和贝叶斯分析，将 SUS 的平均得分与可用性的既定基准进行了比较。结果显示，IndagApp 的可用性评分很高，大多数学生将其评为 "可想象的最佳 "或 "良好"。平均 SUS 得分为 84.816，明显高于 68 分的基准分数。男女生、私立学校和公立学校的学生在可用性方面没有差异。这些研究结果表明，IndagApp 是小学各年级探究学习的宝贵资源，对科学教育和科学教师的专业发展具有重要意义，因为它有助于教师采用与课程标准和目标相一致的、以改革为导向的教学实践。
{"title":"Design and usability evaluation of a mobile app for elementary school inquiry‐based science learning","authors":"Iraya Yánez‐Pérez, Radu Bogdan Toma, Jesús Ángel Meneses‐Villagrá","doi":"10.1111/ssm.18303","DOIUrl":"https://doi.org/10.1111/ssm.18303","url":null,"abstract":"Teachers often struggle to implement inquiry‐based science teaching. To support them, IndagApp—a 3D educational app that offers curriculum‐aligned, inquiry‐based lesson plans—was designed. The app is rooted in the inquiry phases recommended in best‐practices literature, which arguably align with most international standards. This study describes IndagApp and evaluates its usability with fifth‐graders from two elementary schools in Spain (<jats:italic>N</jats:italic> = 43). The system usability scale (SUS) and the Pictorial‐SUS were used to collect students' feedback on usability. Both frequentist and Bayesian analyses were conducted to compare the mean SUS score with established benchmarks for usability. The results showed that IndagApp had high usability ratings, with most students rating it as the “Best imaginable” or “Good.” The mean SUS score was 84.816, which was significantly higher than the benchmark score of 68. There were no differences in usability between girls and boys, and students in private and public schools. These findings suggest that IndagApp is a valuable resource for inquiry learning in elementary grades and has significant implications for science education and science teacher professional development, as it helps teachers adopt reform‐oriented teaching practices that align with the curricular standards and goals.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141935515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Providing teachers opportunities to lead has a positive effect on student achievement and teacher retention, which is critical in a time when there is a shortage of qualified STEM teachers. While there is research on the impact of professional development (PD) programs on teacher leadership, there is sparse literature on the impact of award or recognition programs such as the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). In this qualitative case study of eight PAEMST teacher leaders, we found that the PAEMST program accelerates and promotes STEM teacher leadership trajectories. The PAEMST program does this through: (a) the application process, which provided teachers with an informal PD experience; (b) the award notification experience, which served as external validation to boost teachers' confidence and identification as leaders; and (c) external validation and an expanded professional network, all of which led to increased leadership opportunities at the state and national level. Furthermore, we found increased opportunities to lead within the school and district was mediated by the reaction of their colleagues, school culture, and school leadership structures. We offer recommendations for administrators and practitioners in providing teacher leadership trajectories for awardees to positively influence their schools.
{"title":"Effects of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) on teacher leadership trajectories","authors":"Jillian Ives, Joni Falk","doi":"10.1111/ssm.18304","DOIUrl":"https://doi.org/10.1111/ssm.18304","url":null,"abstract":"Providing teachers opportunities to lead has a positive effect on student achievement and teacher retention, which is critical in a time when there is a shortage of qualified STEM teachers. While there is research on the impact of professional development (PD) programs on teacher leadership, there is sparse literature on the impact of award or recognition programs such as the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). In this qualitative case study of eight PAEMST teacher leaders, we found that the PAEMST program accelerates and promotes STEM teacher leadership trajectories. The PAEMST program does this through: (a) the application process, which provided teachers with an informal PD experience; (b) the award notification experience, which served as external validation to boost teachers' confidence and identification as leaders; and (c) external validation and an expanded professional network, all of which led to increased leadership opportunities at the state and national level. Furthermore, we found increased opportunities to lead within the school and district was mediated by the reaction of their colleagues, school culture, and school leadership structures. We offer recommendations for administrators and practitioners in providing teacher leadership trajectories for awardees to positively influence their schools.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"81 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141885337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adekunle I. Oladejo, Taibat T. Olateju, Peter A. Okebukola, Durojaiye Saidi Braimoh
As the world becomes increasingly rooted in all forms of inequities, so does the need to fight its causatives. This study is concerned with ensuring that science education serves to reinforce gender equity against traditional narratives. We explored the potency of culturo‐techno‐contextual approach (CTCA) in leveling the playing field while promoting meaningful learning of chemistry among male and female students. Two separate quasi‐experimental studies were conducted on two perceived difficult topics in chemistry—nuclear chemistry and electrochemistry using senior secondary school two (equivalent of grade 11 in the United States system) students (NStudy 1 = 221, NStudy 2 = 141). In each study, the experimental groups were taught using CTCA, while the control groups were taught with lecture method. The research design was explanatory and sequential with a quasi‐experimental framework. The nuclear chemistry achievement test and the electrochemistry achievement test that were used to collect data had a reliability coefficient of 0.83 and 0.76, respectively. Analysis of covariance was used to analyze the quantitative data, while the qualitative data used a thematic approach. The studies found no significant difference in the achievement (post‐posttest) of the male and female students. Within the study limits, we concluded that CTCA is a viable tool for bridging the gender difference in chemistry learning.
{"title":"I am Black and I am a girl‐child, can I still be a scientist?","authors":"Adekunle I. Oladejo, Taibat T. Olateju, Peter A. Okebukola, Durojaiye Saidi Braimoh","doi":"10.1111/ssm.18305","DOIUrl":"https://doi.org/10.1111/ssm.18305","url":null,"abstract":"As the world becomes increasingly rooted in all forms of inequities, so does the need to fight its causatives. This study is concerned with ensuring that science education serves to reinforce gender equity against traditional narratives. We explored the potency of culturo‐techno‐contextual approach (CTCA) in leveling the playing field while promoting meaningful learning of chemistry among male and female students. Two separate quasi‐experimental studies were conducted on two perceived difficult topics in chemistry—nuclear chemistry and electrochemistry using senior secondary school two (equivalent of grade 11 in the United States system) students (<jats:italic>N</jats:italic><jats:sub>Study 1</jats:sub> = 221, <jats:italic>N</jats:italic><jats:sub>Study 2</jats:sub> = 141). In each study, the experimental groups were taught using CTCA, while the control groups were taught with lecture method. The research design was explanatory and sequential with a quasi‐experimental framework. The nuclear chemistry achievement test and the electrochemistry achievement test that were used to collect data had a reliability coefficient of 0.83 and 0.76, respectively. Analysis of covariance was used to analyze the quantitative data, while the qualitative data used a thematic approach. The studies found no significant difference in the achievement (post‐posttest) of the male and female students. Within the study limits, we concluded that CTCA is a viable tool for bridging the gender difference in chemistry learning.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Madelyn W. Colonnese, Fabiana Cardetti, Tutita Casa
Mathematical writing (MW) is an important yet underutilized form of mathematics discourse. Given the lack of attention to MW, there are few resources to support the implementation and assessment of MW. This study responds to the lack of resources by describing a MW unit focused on fractions that was implemented during a summer school program to support rising fourth grade students with explanatory and argumentative writing. Findings from the study revealed that students used different forms of reasoning about fractions to compose their mathematical argument and explanation. We also identified five categories that captured how students communicated a mathematical argument and explanation: writing organization, precise mathematical vocabulary, mathematics content, mathematical representation, and characteristics specific to a mathematical argument/explanation. The five categories led to the development of an analytic rubric for argumentative and explanatory writing.
{"title":"Elementary students' argumentative and explanatory mathematical writing about fractions","authors":"Madelyn W. Colonnese, Fabiana Cardetti, Tutita Casa","doi":"10.1111/ssm.18302","DOIUrl":"https://doi.org/10.1111/ssm.18302","url":null,"abstract":"Mathematical writing (MW) is an important yet underutilized form of mathematics discourse. Given the lack of attention to MW, there are few resources to support the implementation and assessment of MW. This study responds to the lack of resources by describing a MW unit focused on fractions that was implemented during a summer school program to support rising fourth grade students with explanatory and argumentative writing. Findings from the study revealed that students used different forms of reasoning about fractions to compose their mathematical argument and explanation. We also identified five categories that captured how students communicated a mathematical argument and explanation: writing organization, precise mathematical vocabulary, mathematics content, mathematical representation, and characteristics specific to a mathematical argument/explanation. The five categories led to the development of an analytic rubric for argumentative and explanatory writing.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"46 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creating a climate of STEM teacher curiosity","authors":"Christopher Jeffcoat","doi":"10.1111/ssm.18301","DOIUrl":"https://doi.org/10.1111/ssm.18301","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"15 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This 2‐year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice‐oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35, 589–622) sociotransformative constructivism framework, findings illuminate how dialogic conversation, authentic activity, and metacognition supported Mr. Miller's reflexivity about his positionality, which he described as “upper middle class, highly educated parents, white, male,” in relationship to his students' positionality. He taught in a public charter high school in an urban city in the Northeast United States, where approximately 60% of students identified as Black, 30% white, 10% mixed race, 1% Asian American, 1% Latine, and less than 1% Indigenous, with 60% of students qualifying for free or reduced lunch. The article discusses of the importance of reflexivity for teachers and teacher leaders of all backgrounds, and especially when educators of dominant backgrounds work with students of historically marginalized backgrounds. The article calls for further research with more experienced mathematics teacher leaders of various backgrounds and contexts to further investigate justice‐centered mathematics teacher leadership.
这项为期两年的定性案例研究主要关注一位新锐数学教师领导者--米勒先生，以及他对社会正义数学（SJM）的构想。社会正义数学是一种以正义为导向的教学方法，学生在学习主流数学的同时，还能探索社会不公正现象，从而为实现正义而采取行动。利用罗德里格斯（Journal of Research in Science Teaching, 1998, 35, 589-622）的社会转型建构主义框架，研究结果阐明了对话性对话、真实活动和元认知如何支持米勒先生对自己的立场（他将自己的立场描述为 "中上层阶级、受过高等教育的父母、白人、男性"）与学生的立场之间的关系进行反思。他在美国东北部一个城市的公立特许高中任教，该校约 60% 的学生被认定为黑人，30% 为白人，10% 为混血儿，1% 为亚裔美国人，1% 为拉丁裔，不到 1% 为土著人，60% 的学生有资格享受免费或减价午餐。文章讨论了反思对各种背景的教师和教师领导的重要性，尤其是当主流背景的教育工作者与历史上被边缘化的学生合作时。文章呼吁对各种背景和环境下更有经验的数学教师领导进行进一步研究，以进一步探讨以正义为中心的数学教师领导力。
{"title":"“I really got to think about my background, their background, and how do we come together on something?”: One emergent mathematics teacher leader's reflexive journey with Social Justice Mathematics","authors":"Kari Kokka","doi":"10.1111/ssm.12688","DOIUrl":"https://doi.org/10.1111/ssm.12688","url":null,"abstract":"This 2‐year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice‐oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (<jats:italic>Journal of Research in Science Teaching</jats:italic>, 1998, 35, 589–622) sociotransformative constructivism framework, findings illuminate how dialogic conversation, authentic activity, and metacognition supported Mr. Miller's reflexivity about his positionality, which he described as “upper middle class, highly educated parents, white, male,” in relationship to his students' positionality. He taught in a public charter high school in an urban city in the Northeast United States, where approximately 60% of students identified as Black, 30% white, 10% mixed race, 1% Asian American, 1% Latine, and less than 1% Indigenous, with 60% of students qualifying for free or reduced lunch. The article discusses of the importance of reflexivity for teachers and teacher leaders of all backgrounds, and especially when educators of dominant backgrounds work with students of historically marginalized backgrounds. The article calls for further research with more experienced mathematics teacher leaders of various backgrounds and contexts to further investigate justice‐centered mathematics teacher leadership.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141588050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mélanie Barilaro, Helena P. Osana, Susan H. Ebbels, Hilary Nicoll, Éloïse Achim, Ariane Pétel‐Despots, Anne Lafay
Solving word problems is challenging for many children, but particularly for those with language difficulties. The objective was to examine the nature of the challenges experienced by children with language difficulties as they solved word problems in the context of a developmental‐trajectory instructional sequence. We recruited 45 third graders with (n = 17) and without (n = 28) language difficulties from public and private schools and one speech‐language therapy clinic. They solved word problems with additive change and compare structures and language that was either consistent or inconsistent with the structure. The instruction was based on successive simplifications to the problems whenever the child was unable to apply a structurally appropriate strategy: removing irrelevant literal information from the problem, simplifying the text syntactically, and removing irrelevant numerical information. The performance of children with language difficulties was lower than that of the typically developing children and the simplifications did not support performance to the same extent. The presence of irrelevant numerical information was challenging, especially for children with language difficulties. Removing irrelevant information from the problem was followed by stronger performance on change problems and those with consistent language, revealing that the instructional supports were not sufficient for compare and inconsistent problems.
{"title":"Instructional supports can reveal the word‐problem solving challenges of children with language difficulties","authors":"Mélanie Barilaro, Helena P. Osana, Susan H. Ebbels, Hilary Nicoll, Éloïse Achim, Ariane Pétel‐Despots, Anne Lafay","doi":"10.1111/ssm.12691","DOIUrl":"https://doi.org/10.1111/ssm.12691","url":null,"abstract":"Solving word problems is challenging for many children, but particularly for those with language difficulties. The objective was to examine the nature of the challenges experienced by children with language difficulties as they solved word problems in the context of a developmental‐trajectory instructional sequence. We recruited 45 third graders with (<jats:italic>n</jats:italic> = 17) and without (<jats:italic>n</jats:italic> = 28) language difficulties from public and private schools and one speech‐language therapy clinic. They solved word problems with additive change and compare structures and language that was either consistent or inconsistent with the structure. The instruction was based on successive simplifications to the problems whenever the child was unable to apply a structurally appropriate strategy: removing irrelevant literal information from the problem, simplifying the text syntactically, and removing irrelevant numerical information. The performance of children with language difficulties was lower than that of the typically developing children and the simplifications did not support performance to the same extent. The presence of irrelevant numerical information was challenging, especially for children with language difficulties. Removing irrelevant information from the problem was followed by stronger performance on change problems and those with consistent language, revealing that the instructional supports were not sufficient for compare and inconsistent problems.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"49 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D'Anna Pynes, Matthew Kloser, Catherine Wagner, Michael Szopiak, Matthew Wilsey, Gina Navoa Svarovsky, Christine Trinter
Increasing demand for high‐quality STEM education calls for the formation and retention of effective educators with STEM expertise; yet endeavors to meet this demand require organizational structures and supports that can overcome the lack of collective understanding around STEM education, limited STEM knowledge by leadership, and mounting teacher attrition. STEM teacher leadership is one mechanism for addressing this challenge by empowering excellent classroom teachers with opportunities to institutionally shape STEM learning, without extracting them from their instructional role. This paper offers a STEM teacher leadership framework that targets teachers' identity development toward an equity‐focused, transformational STEM teacher leader. First, we examine the field of teacher leadership (both STEM‐specific and generally) to provide a foundation for the areas of potential impact by STEM teacher leaders, as well as dispositions and stances that support their emergent leadership. Complementing the literature, we explore and elevate aspiring STEM teacher leaders' perspectives, drawn from baseline surveys and interviews of a multi‐year professional development program for middle grade teachers in STEM disciplines. The framework, iteratively informed by these sources, includes our stance on equity in STEM education, eight dispositions, and four domains of knowledge and practices that shape STEM teacher leadership in K‐8 school settings.
{"title":"Bridging theory and practice: A framework for STEM teacher leadership","authors":"D'Anna Pynes, Matthew Kloser, Catherine Wagner, Michael Szopiak, Matthew Wilsey, Gina Navoa Svarovsky, Christine Trinter","doi":"10.1111/ssm.12686","DOIUrl":"https://doi.org/10.1111/ssm.12686","url":null,"abstract":"Increasing demand for high‐quality STEM education calls for the formation and retention of effective educators with STEM expertise; yet endeavors to meet this demand require organizational structures and supports that can overcome the lack of collective understanding around STEM education, limited STEM knowledge by leadership, and mounting teacher attrition. STEM teacher leadership is one mechanism for addressing this challenge by empowering excellent classroom teachers with opportunities to institutionally shape STEM learning, without extracting them from their instructional role. This paper offers a STEM teacher leadership framework that targets teachers' identity development toward an equity‐focused, transformational STEM teacher leader. First, we examine the field of teacher leadership (both STEM‐specific and generally) to provide a foundation for the areas of potential impact by STEM teacher leaders, as well as dispositions and stances that support their emergent leadership. Complementing the literature, we explore and elevate aspiring STEM teacher leaders' perspectives, drawn from baseline surveys and interviews of a multi‐year professional development program for middle grade teachers in STEM disciplines. The framework, iteratively informed by these sources, includes our stance on equity in STEM education, eight dispositions, and four domains of knowledge and practices that shape STEM teacher leadership in K‐8 school settings.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"138 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heidi L. Masters, Pamela S. Lottero‐Perdue, Nicora Placa, Enrique Galindo, Jamie N. Mikeska, Heather Howell
Providing opportunities for students to talk directly with their peers is a critical dimension to facilitating discussions in mathematics and science, including argumentation‐focused discussions in which students construct arguments and critique others' arguments. Research suggests that supporting student‐to‐student talk and facilitating argumentation discussions are complex and challenging practices for preservice teachers (PSTs). Elementary PSTs from two mathematics and two science methods courses practiced facilitating student‐to‐student talk within the context of an argumentation‐focused discussion. This study's main purpose was to explore the prompts that 29 PSTs used to encourage student‐to‐student talk in a simulated classroom. Findings show the PSTs were able to use direct prompts that encourage student‐to‐student talk but were just as likely to use prompts that may discourage students from talking to each other. Most direct prompts PSTs used to encourage student‐to‐student talk were for the purpose of argumentation construction and/or critique. PSTs were more likely to use indirect prompts, much like Talk Moves, that encourage students to consider others' ideas rather than requesting that students talk with each other. These findings have important implications for future research, as well as for teacher educators and professional learning facilitators who support teachers learning to encourage student‐to‐student talk during argumentation‐focused discussions.
{"title":"Elementary preservice teachers' use of prompts to encourage student‐to‐student talk during simulated argumentation discussions","authors":"Heidi L. Masters, Pamela S. Lottero‐Perdue, Nicora Placa, Enrique Galindo, Jamie N. Mikeska, Heather Howell","doi":"10.1111/ssm.12685","DOIUrl":"https://doi.org/10.1111/ssm.12685","url":null,"abstract":"Providing opportunities for students to talk directly with their peers is a critical dimension to facilitating discussions in mathematics and science, including argumentation‐focused discussions in which students construct arguments and critique others' arguments. Research suggests that supporting student‐to‐student talk and facilitating argumentation discussions are complex and challenging practices for preservice teachers (PSTs). Elementary PSTs from two mathematics and two science methods courses practiced facilitating student‐to‐student talk within the context of an argumentation‐focused discussion. This study's main purpose was to explore the prompts that 29 PSTs used to encourage student‐to‐student talk in a simulated classroom. Findings show the PSTs were able to use direct prompts that encourage student‐to‐student talk but were just as likely to use prompts that may discourage students from talking to each other. Most direct prompts PSTs used to encourage student‐to‐student talk were for the purpose of argumentation construction and/or critique. PSTs were more likely to use indirect prompts, much like Talk Moves, that encourage students to consider others' ideas rather than requesting that students talk with each other. These findings have important implications for future research, as well as for teacher educators and professional learning facilitators who support teachers learning to encourage student‐to‐student talk during argumentation‐focused discussions.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"37 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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