Recognition as support for reasoning about horizontal motion: a further resource for school science?

Howe, Christine; Tavares, Joana Taylor; Devine, Amy

doi:10.1080/02635143.2016.1168393

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…Although multiple comparisons reported for a single sample violate assumptions of independence, analysis at this level was required to test for effects of these two moderating variables. Six studies had different comparison groups in which children in peer groups were either compared with individuals working alone or individuals working with adults (Druyan, 2001; Gauvain & Rogoff, 1989; Howe et al, 2013; Howe, Taylor Tavares, & Devine, 2016; Murphy & Messer, 2000; Tolmie et al, 2005). The latter group consisted of different children.…”

Section: Methodsmentioning

confidence: 99%

How effective is peer interaction in facilitating learning? A meta-analysis.

Tenenbaum¹,

Winstone²,

Leman³

et al. 2020

Journal of Educational Psychology

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Decades of research indicate that peer interaction among children and adolescents can be beneficial for learning and development. Less, however, is known about which features of interaction may be effective in promoting learning. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,105 participants aged 4 to 18 years. The meta-analysis found that peer interaction was effective in promoting learning in comparison with other types of learning conditions. Moderator analyses suggested that learning from interaction with peers was as effective as learning from adults one-on-one, and more effective than children learning individually. Peer interaction is also more effective when children are specifically instructed to reach consensus. Findings point to theoretical considerations for developmental work and practical implications for the effective use of peer interaction techniques in the classroom. Peer Interaction Meta-Analysis

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Section: Methodsmentioning

confidence: 99%

How effective is peer interaction in facilitating learning? A meta-analysis.

Tenenbaum¹,

Winstone²,

Leman³

et al. 2020

Journal of Educational Psychology

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show abstract

“…The final section of the interview addressed their views on software assessing tacit knowledge. As part of the final interview section teachers were given the opportunity to engage with the software used in Howe et al (2013Howe et al ( , 2016, with minimal guidance from the interviewer (Note 1). Interviews were carried out in teacher classrooms outside of teaching hours.…”

Section: Methodsmentioning

confidence: 99%

“…Tacit knowledge has consequences for science education -'a great deal of our commonsense knowledge, and there is a large amount of it, is tacit' (Bliss, 2008, p. 123;also see Brock, 2015). Indeed it has already been made use of in the development of intervention approaches to facilitate conceptual change in children; children who were given the opportunity to engage with software that taps tacit knowledge about falling objects showed much greater score improvements from pre-to post-test than children who did not get to work with the computer program (Howe, Devine, & Taylor-Tavares, 2013;Howe, Taylor-Tavares, & Devine, 2016). Harnessing such opportunities to enable conceptual change is critical to promote an understanding of and resulting interest in science.…”

Section: Introductionmentioning

confidence: 99%

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

Hast¹

2017

IES

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For some time a central issue has occupied early science education discussions -primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers' willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers' views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.

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“It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom

Hast

2020

Diversifying Learner Experience

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Recognition as support for reasoning about horizontal motion: a further resource for school science?

Cited by 3 publications

References 25 publications

How effective is peer interaction in facilitating learning? A meta-analysis.

How effective is peer interaction in facilitating learning? A meta-analysis.

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

“It is There but You Need to Dig a Little Deeper for It to Become Evident to Them”: Tacit Knowledge Assessment in the Primary Science Classroom

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