Artifact Packages for Characterizing Classroom Practice: A Pilot Study

Borko, Hilda; Stecher, Brian M.; Alonzo, Alicia C.; Moncure, Shannon; McClam, Sherie

doi:10.1207/s15326977ea1002_1

Cited by 44 publications

(33 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For general analysis (macro), we used mainly the following three dimensions: a) The structure of lessons (Borko, Stecher, Alonz, Moncure, & McClam, 2005) or what other researchers call episodes (Robert & Rogalski, 2002) or didactic phases : a description of the sequence of the key moments in order to shed light on the logic of the course. The identification of these moments is based, on one hand, on the pre-recording interviews: during these interviews, the teacher is asked to describe the key moments of the course and their sequence (Table 1).…”

Section: Discussionmentioning

confidence: 99%

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Hasni

Roy

Dumais

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The objective of this study is to describe the way in which two important biological phenomena, namely diffusion and osmosis, are addressed in the classroom. The study builds on extensive research conducted over the past twenty years showing that students' appropriation of these two phenomena remains partial and incomplete. To understand some of the difficulties these students face in understanding such concepts, we have geared our research toward analysis of classroom practices based on a theoretical framework involving general and specific dimensions of teaching science. Using a case study (a course made up of eight periods), we collected data in three stages: interviews with the teacher regarding his planning; a video recording of the entire course; and feedback interviews with the teacher subsequent to the course. The study's results show that the difficulties encountered by the students cannot be attributed solely to their personal characteristics (state of development of the scientific mindset, prior learning, etc.). Instead, they appear to be largely associated with teaching practices and the potential these practices hold in terms of allowing students to appropriate these concepts. The results presented in this article are significant in their contribution to improving teaching methods for diffusion and osmosis, and thus to facilitating their understanding by students. The paper also presents an example of a conceptual and methodological framework for the study of classroom practices with a view to addressing the gap between educational research and classroom practice.

show abstract

Section: Discussionmentioning

confidence: 99%

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Hasni

Roy

Dumais

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…For the researcher, these physical objects (e.g., a drawing in a student's notebook, a textbook, a concept map on the blackboard, or a poster on the classroom wall) can become textual artifacts from a certain situation or context (Borko, Stecher, Alonzo, Moncure, & McClam, 2005). With help from the teachers, the research group collected these textual artifacts after the observed lessons.…”

Section: Textual Artifactsmentioning

confidence: 99%

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

Ødegaard

Haug

Mork

et al. 2014

International Journal of Science Education

View full text Add to dashboard Cite

“…To measure instructional methods employed in online science courses for teachers, we developed a set of survey items based on the measure of reform-based instruction in K-12 science classrooms developed by Borko and her colleagues [44]. Although Borko's constructs were developed to examine children's learning, many of their principles are compatible with the call for new methods of professional development for teachers.…”

Section: Data Sourcesmentioning

confidence: 99%

Learning Science Online: A Descriptive Study of Online Science Courses for Teachers

Asbell‐Clarke¹,

Rowe²

2019

OLJ

View full text Add to dashboard Cite

Online education is a rapidly growing phenomenon for science teachers. Using a sample of 40 online science courses for teachers offered during the 2004-2005 academic year, the Learning Science Online (LSO) study examines the nature and variety of instructional methods and activities as well as communication, and students' perceptions of supports within the course. This research is unique in that it is the first aggregate study of online science courses offered by a wide variety of educational programs. Descriptive analyses suggest the instructional methods employed in online science courses for teachers include frequent use of online discussions and students participated in minds-on activities, including articulation and reflection on their scientific ideas, posing questions, analyzing data, and drawing conclusions from evidence. Hands-on instructional activities were rarely used, and pen-and-paper and collaborative instructional activities were occasionally used. Technology was used primarily for communications such as discussion boards, email, and chat, but there were very few other computerbased tools used within the courses. Students felt supported by instructors, other students, and the course design.

show abstract

Artifact Packages for Characterizing Classroom Practice: A Pilot Study

Cited by 44 publications

References 15 publications

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

The Teaching and Learning of Diffusion and Osmosis: What Can We Learn from Analysis of Classroom Practices? A Case Study

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

Learning Science Online: A Descriptive Study of Online Science Courses for Teachers

Contact Info

Product

Resources

About