Naslov
Teachers’ interpretation and response to students’ explanations

Autori
Kuveždić, Danijela ; Etkina, Eugenia ; Planinšič, Gorazd

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
4th Young Scientists' Day - book of abstracts / - , 2022, 16-16

Skup
4th Young Scientists' Day - Conference

Mjesto i datum
Osijek, Hrvatska, 07.10.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
Content Knowledge for Teaching, teacher knowledge, formative assessment, tasks of teaching, feedback

Sažetak
To help students learn teachers need to be able to recognize students’ strengths and weaknesses and give feedback in real time. This feedback needs to address the students’ strengths and weaknesses, and it has to build on the students’ existing knowledge. Such skills are a part of teachers’ content knowledge for teaching (CKT) framework created by Ball and colleagues for teaching of mathematics. Etkina and colleagues extended the model of CKT to the domain of physics, specifically energy – CKT-E. This model includes two components: Tasks of teaching (ToTs) and Student Energy Targets (SETs). ToTs represent activities which teachers do while helping students learn any content, and SETs represent important disciplinary ideas, science practices and cross-cutting concepts important for student learning of energy. The goal of the study reported here is to use the ToTs framework to analyse teachers’ responses to student ideas and to answer the following research questions: 1. How do teachers interpret productive and problematic aspects of student explanations? 2. How do teachers’ interpretations compare to the interpretations of physics education experts? 3. What is the difference between answers to Questions 1-2 for in-service and pre-service teachers? Student work consisted of solutions to a multiple-choice problem involving both conservation of momentum and energy where students were asked to explain their choices. The survey administered to teachers contained the text of the problem and each student’s written explanation of their answer choice. The participants were asked to comment on the student’s strengths and weaknesses and to provide their hypothetical response to the student. We use a subset of the Tasks of Teaching to develop a descriptive coding scheme to analyse teacher responses. To answer research questions, we provide qualitative and quantitative analysis of teacher responses and document the differences between response patterns of in-service teachers and pre- service teachers.

Izvorni jezik
Engleski

Znanstvena područja
Fizika

POVEZANOST RADA