Changing Teaching Practice in P–20 Educational Settings: Introduction to the Volume

Tocci, Charles; Ryan, Ann Marie; Pigott, Therese D.

doi:10.3102/0091732x19839068

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…In this paper, we reviewed research related to the teaching and learning that occurs within a POGIL classroom, and we suggested future directions for this growing body of research. On the basis of the studies in our sample, in combination with published meta-analyses, ,, we argue that POGIL-based instruction (and active learning, in general) supports student learning better than traditional approaches; nevertheless, universities have been slow to move away from instructor-centered teaching methods. − We hope that our suggestions will facilitate further research that helps scholars better understand how to remove barriers to the implementation of evidence-based practices.…”

Section: Closing Thoughtsmentioning

confidence: 86%

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

et al. 2020

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As a pedagogical approach, process oriented guided inquiry learning (POGIL) allows students to socially construct knowledge through iterative cycles that include three steps: exploring a model, inventing a concept, and applying the resulting ideas. A growing body of research indicates that relative to lecture-based approaches, POGIL supports student learning more effectively. In this article, we review research related to POGIL, focusing on the nature of the evidence used to evaluate its impact on student learning, as well as trends related to relevant features of the studies, such as theoretical and methodological choices. We find that this body of research has typically focused on quantitative measures that broadly assess student outcomes, with fewer studies concentrating on qualitative, theory-based explanations of student learning. Moreover, key features of POGIL implementation (e.g., theoretical underpinnings, activity structure, process skills, and student roles) remain understudied. On the basis of the review, we propose suggestions for future research and practice.

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Section: Closing Thoughtsmentioning

confidence: 86%

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

et al. 2020

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“…To address the call by Review of Research in Education to interrogate assumptions of quality in research (Tocci et al, 2019), this chapter analyzes recent qualitative research on personalized learning (PL). PL is a pedagogy that centers learner agency, often using technology to tailor learning to students’ interests, needs, and abilities (Basham et al, 2016).…”

mentioning

confidence: 99%

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

Strekalova‐Hughes

Nash

Schmer³

et al. 2021

Review of Research in Education

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This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical approach that aims to revolutionize schooling and challenge educational inequity by foregrounding learners’ agency in what and how they learn, tailoring pedagogy and its purpose to learners’ unique interests, needs, and abilities. Given the strong emphasis of the approach on the uniquenesses of the persons who are learning, our analysis interrogates the discourse on culture in studies on personalized learning and extrapolates how this discourse informs problem formulation, design and logic, sources of evidence, analysis and interpretation, and implications for practice. This review reveals a disconnect between the relevant literature on culture in learning and omissions of researchers and research participants’ cultural positionalities and identities. This appears to affect the quality of educational evidence, inhibiting a deep understanding of the implementation of the personalized learning approach for different communities of learners. We assert that research into practices that intend to meet the needs of diverse learners should center learner and researcher cultures and positionalities as part of a theory of change that permeates the entire research process.

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“…For some time, mathematics education researchers have been using sociocultural theories of learning with a focus on equity to better describe classroom interactions and to determine what actions might foster more equitable classrooms. − Given that mathematics is the language of the sciences and that mathematical fluency is required to engage in the science practice of modeling, where the model is mathematical in nature and representation, fostering equitable classrooms in mathematics is of importance to scientists. Additionally, institutional perspectives and institutional change are areas of emerging and expanding research importance in mathematics and other STEM disciplines. − Although many change efforts have been supported, documented, and disseminated, the desired transformation of STEM education has not occurred. − As faculty across STEM disciplines and in chemistry specifically (see, for example, Emory University’s initiative which was highlighted as an ACS Editor’s Choice Article) engage in changing classroom, departmental, and institutional practices, understanding how change occurs, what actions hinder or help it to flourish, and what sustains classroom innovations after the original innovators move on is of critical importance.…”

mentioning

confidence: 99%

Chemistry and Mathematics: Research and Frameworks To Explore Student Reasoning

2019

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Chemistry education research (CER) as a field is inherently interdisciplinary and has traditionally borrowed ideas, frameworks, and methodologies from other fields, such as anthropology, psychology, cognitive science, and science education more broadly. In this paper we encourage researchers to continue this tradition by utilizing the rich body of literature that exists outside of CER, specifically looking to communities interested in mathematics education and physics education to expand the research carried out in our field. Previous work situated in university-level mathematics and physics involves considerations and concerns shared by the chemistry education community, such as integrating conceptual and mathematical reasoning during problem solving. We also briefly discuss and draw attention to a recent ACS Symposium Series book, It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics, that illustrates the rich area of inquiry at the interface of chemistry and mathematics. An overview of frameworks that have been productive for investigating students’ mathematical reasoning in a chemistry context is provided, encouraging researchers to engage in work that crosses disciplinary boundaries and promotes discussion between experts from different fields.

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Changing Teaching Practice in P–20 Educational Settings: Introduction to the Volume

Cited by 5 publications

References 4 publications

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

Chemistry and Mathematics: Research and Frameworks To Explore Student Reasoning

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