Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
Instructional Technology and Learning Sciences Department
Faculty Mentor
Hillary Swanson
Presentation Type
Poster Presentation
Abstract
- Theory-building practices such as modeling are central to the Next Generation Science Standards[3]. This is a powerful context for responsive teaching (RT), where teachers elicit and refine students’ prior knowledge.[5]
- While research has previously characterized teachers’ RT[4] , the granularity of analyses has been large and the studies do not illuminate RT moves in a theory-building context.
- We draw on the constructivist theory of Knowledge in Pieces (KiP)[1], which views knowledge as a complex system of elements drawn into networks based on the sense-making demands of a particular context and learning as the progressive reorganization and refinement of knowledge systems.
- The operationalization of RT as a KiP-aligned pedagogy in a theory-building context is intended to help students 1) articulate their thinking while generating theoretical knowledge artifacts that represent their understanding of a phenomenon, 2) evaluate their thinking and ideas through testing these artifacts, and 3) refine their thinking and ideas through revising their artifacts. (Fig. 1)[6]
Location
Logan, UT
Start Date
4-10-2024 2:30 PM
End Date
4-10-2024 3:20 PM
Included in
Apr 10th, 2:30 PM
Apr 10th, 3:20 PM
Preliminary Coding in Modeling Responsive Teaching in a Theory-Building Context: A Constructivist Grounded Approach
Logan, UT
- Theory-building practices such as modeling are central to the Next Generation Science Standards[3]. This is a powerful context for responsive teaching (RT), where teachers elicit and refine students’ prior knowledge.[5]
- While research has previously characterized teachers’ RT[4] , the granularity of analyses has been large and the studies do not illuminate RT moves in a theory-building context.
- We draw on the constructivist theory of Knowledge in Pieces (KiP)[1], which views knowledge as a complex system of elements drawn into networks based on the sense-making demands of a particular context and learning as the progressive reorganization and refinement of knowledge systems.
- The operationalization of RT as a KiP-aligned pedagogy in a theory-building context is intended to help students 1) articulate their thinking while generating theoretical knowledge artifacts that represent their understanding of a phenomenon, 2) evaluate their thinking and ideas through testing these artifacts, and 3) refine their thinking and ideas through revising their artifacts. (Fig. 1)[6]