2023
DOI: 10.1021/acs.jchemed.3c00409
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Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Meng-Yang Matthew Wu,
Ellen J. Yezierski

Abstract: Teacher−teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions… Show more

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“…The prevalence of content-driven and textbook-centric approaches in school science education , is a primary contributor to students developing a skewed perception of the sciences, particularly chemistry. This often leads them to view these subjects as static, dull, devoid of vitality, and lacking relevance.…”
Section: Introductionmentioning
confidence: 99%
“…The prevalence of content-driven and textbook-centric approaches in school science education , is a primary contributor to students developing a skewed perception of the sciences, particularly chemistry. This often leads them to view these subjects as static, dull, devoid of vitality, and lacking relevance.…”
Section: Introductionmentioning
confidence: 99%