Teacher Explanations

Geelan, David

doi:10.1007/978-1-4020-9041-7_65

Cited by 31 publications

(23 citation statements)

References 24 publications

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“…In this paper, the easiest elements of the pattern in which pre-service teachers made scientific concepts explicit through explanations were clarity (SQ1) and connection with students' prior knowledge and experience (SQ6). After the workshop the rubric detected clearer explanations, which were connected with students' prior understandings and constructed from a synergy of teachers' and students' ideas -which is a prominent principle in a constructivist approach for science education (Geelan, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…The purpose is to enhance understanding and lead students to construct meaning. Teacher explanations are not opposite to inquiry-based learning and other constructivist approaches, because they may not be closed and they are not limited to lecturing on a topic (Geelan, 2012).…”

Section: Explanations For Teaching Science and Scientific Explanationmentioning

confidence: 99%

“…Thus, when making a new concept explicit, it is useful first to describe the phenomenon, its characteristics and then explain the causes based on relevant scientific terminology (Wenham, 2005). Additionally, avoiding tautology in the explanation favors its clarity (Geelan, 2012).…”

Section: Structure Of the Explanation For Teaching Sciencementioning

confidence: 99%

See 2 more Smart Citations

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Cabello¹,

Topping²

2018

IJCRSEE

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Section: Discussionmentioning

confidence: 99%

Section: Explanations For Teaching Science and Scientific Explanationmentioning

confidence: 99%

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Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Cabello¹,

Topping²

2018

IJCRSEE

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“…Teacher explanation is an under-researched field in science education (Geelan, 2012). This seems counterintuitive, since it seems plausible that the ways in which teachers explain concepts in science to students would be one very important key to the effectiveness of science teaching.…”

Section: Introductionmentioning

confidence: 98%

“…A more detailed review of the literature around explanations in science education more generally is available in (Geelan, 2012). For the purposes of this paper, it is the studies specifically relating to explanations in physics education that are most relevant.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Explanation of Physics Concepts: a Video Study

Geelan

2012

Res Sci Educ

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Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of analogies, storytelling and references to the history of science, the use of educational technology and the use of humor. Considerable scope remains for further research into teacher explanations in physics.

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Towards a constructivist view of instructional explanations as a core practice of science teachers

Kulgemeyer,

Geelan

2024

Science Education

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Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent years: explanatory videos, in particular, are being viewed as promising digital tools for learning. This article asserts that instructional explanations constitute integral components within nearly all learning environments where communication about science takes place. It has two goals. Firstly, the article aims to develop a coherent, constructivist theory of explaining, including both teacher explanations and explanatory videos. This theory offers an inductive‐statistical explanation of the underlying mechanisms of communicative situations that involve experts and novices. Secondly, based on this constructivist perspective, the article distinguishes instructional explanations from scientific explanations and argumentation. It contends that (a) reducing instructional explanations solely to teacher‐centered, didactic teaching represents a misconception with potentially adverse effects and (b) it also is a misconception that instructional explanations, scientific explanations, and argumentation are (nearly) interchangeable. The paper argues that instructional explanations, including both teacher explanations and explanatory videos, are not only a potentially effective part of all kinds of science teaching but also a core practice of science teachers.

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Teacher Explanations

Cited by 31 publications

References 24 publications

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

Teacher Explanation of Physics Concepts: a Video Study

Towards a constructivist view of instructional explanations as a core practice of science teachers

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