Computational Models as Tools for Supporting Responsive Teaching

Authors

Hillary Swanson, Utah State UniversityFollow
LuEttaMae Lawrence, Utah State UniversityFollow
Jared Arnell, Utah State University
Bonni Jones, Utah State University
Bruce Sherin, Northwestern University
Uri Wilensky, Northwestern University

Document Type

Article

Journal/Book Title/Conference

Behaviour and Information Technology

Publication Date

7-2024

Journal Article Version

Accepted Manuscript

First Page

1

Last Page

60

Abstract

It is widely agreed that science instruction should help students build new knowledge on the foundation of their prior knowledge. Responsive teaching refers to a family of teaching strategies that pursue and build on student ideas. We introduce a particular approach to responsive teaching and examine how it can be supported by the use of computational models. We analyze an 8^th grade science teacher's facilitation of a class discussion near the end of a lesson on sound. We present a moment-by-moment characterization of her responsive teaching moves, highlighting the ways she used a computational model to help students articulate and examine their thinking. Our findings make empirical contributions to literature concerned with responsive teaching and literature concerned with the role of computational models in constructivist approaches to instruction.

Recommended Citation

Swanson, Hillary; Lawrence, LuEttaMae; Arnell, Jared; Jones, Bonni; Sherin, Bruce; and Wilensky, Uri, "Computational Models as Tools for Supporting Responsive Teaching" (2024). Instructional Technology and Learning Sciences Faculty Publications. Paper 893.
https://digitalcommons.usu.edu/itls_facpub/893