The influence of task structure on students’ learning processes: observations from case studies in secondary school science

McGregor, Debra

doi:10.1080/00220270701813282

Cited by 7 publications

(6 citation statements)

References 31 publications

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“…Williams and Clarke (1997) recognised that ''the association of particular learning consequences with the presence of complexity elements in tasks is certainly a suitable matter for further research' ' (p. 410). Later works of Race, Brown, and Smith (2005); Ainley, Pratt, and Hansen (2006) and McGregor (2008) support similar findings, discussing how task structure influences the student learning process.…”

Section: Introductionsupporting

confidence: 69%

“…Such benefits include the development of higher order cognitive thinking; developments in interpersonal and social skills; and the facilitation of social interactions (Ben-Ari, 1998;Johnson & Johnson, 1992;McGregor, 2008;Newmann, Wehlage, & Lamborn, 1992;Slavin, 1992;Thorley & Gregory, 1994). Proponents of social constructivism (Kukla, 2000) argue that meaningful learning occurs when individuals are engaged in social activities.…”

Section: Individual V Collaborativementioning

confidence: 97%

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A typology of task characteristics and their effects on student engagement

Mitchell

Carbone

2011

International Journal of Educational Research

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Section: Introductionsupporting

confidence: 69%

Section: Individual V Collaborativementioning

confidence: 97%

A typology of task characteristics and their effects on student engagement

Mitchell

Carbone

2011

International Journal of Educational Research

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“…Activities and discussions provided 'scaffolding', qualitatively different from general help or assistance because it was aimed at supporting the educators in recognising what constituted an enquiry and projecting ahead to anticipate practical consequences of such research activity, highlighting the steps involved in the investigative process. The intention was that the scaffolds served as referents for supporting social constructivist learning by shaping and focusing their intellectual exchanges and endeavours (McGregor, 2008) to achieve personalised learning goals. Guided by this Supporting professional learning through teacher educator enquiries 173 framework, the participants developed their individualised research design process and began to shape their researcher identity as a feature of their learning trajectory (Wenger, 1998) negotiated through participatory group experiences in a quest to define participants' researcher positionality and voice.…”

Section: The Intent Of the Social Constructivist Approach To Support mentioning

confidence: 99%

“…Activities and discussions provided 'scaffolding', qualitatively different from general help or assistance because it was aimed at supporting the educators in recognising what constituted an enquiry and projecting ahead to anticipate practical consequences of such research activity, highlighting the steps involved in the investigative process. The intention was that the scaffolds served as referents for supporting social constructivist learning by shaping and focusing their intellectual exchanges and endeavours (McGregor, 2008) to achieve personalised learning goals. Guided by this Downloaded by [University of Colorado at Boulder Libraries] at 02:27 27 December 2014…”

mentioning

confidence: 99%

Supporting professional learning through teacher educator enquiries: an ethnographic insight into developing understandings and changing identities

McGregor

Hooker

Wise

et al. 2010

Professional Development in Education

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2010) Supporting professional learning through teacher educator enquiries: an ethnographic insight into developing understandings and changing identities, Professional Development in Education, To link to this article: http://dx.The Educational Doctorate (EdD) at the University of Wolverhampton offers educational practitioners the opportunity to design a research enquiry based in, on or around their professional work. The cohort, reported on here, embarked upon their EdD studies during the 2007/08 academic year. This study reports on seven participants' learning experiences. It was anticipated that for these teacher educators, reflecting on others' studies and engaging with developing their own particular enquiries on, with or through their practice has significantly impacted upon their understandings of the research process and supported development of their research identities. Transformative personal and professional learning was evidenced by the Enquiry Design module outcomes. Dilemmas relating to the professional identity of the participants arising through reflection on existing perceptions of practice and pedagogy, evolving knowledge, understanding and constructs of research and associated ethical issues were anticipated and supported by social constructivist processes. The findings of the study indicate how a social constructivist approach to teaching research design can support teacher enquiries focused on a range of issues including developing the nature of reflectivity, enhancing professional learning, emancipating practice, enhancing constructive collaborative discussions, improving problem-solving pedagogy, making judgements about effectiveness of training and supporting affective accreditation. This article provides an ethnographic insight to the nature of these teacher educators' research-led learning journeys. Applying interpretative lenses to reflective narratives, including the use of visual metaphors, illuminates the meanings made of and through research endeavours, whilst also revealing the development of researcher identity. Analysis of the metaphors and other textual artefacts uncovered aspects of, and progress in, personal and professional learning related to research. The article argues that shared meaning-making processes supported teacher educators whilst endeavouring to achieve parallel research goals when embarking on a research learning journey. Development of beliefs about research and researcher identity were transactional rather than transmissional, subjectively complex and dynamic rather than technical, and paid much more attention to the process rather than the 'end product'. IntroductionThe teacher educator participants on the Educational Doctoral course (EdD) were diverse in both their educational experience, ranging from healthcare professionals to college principals, and the context within which they worked, including a hospice, further education colleges, higher education departments of a university and a school academy. The cohort engaged in the Enquiry Design (ED5002) modu...

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“…In the design of a GLA, the guidance could, for example, describe how teachers guide the focus of the attention of their students (McGregor 2008) and as part of the design the guiding teacher should model the behaviour he/she want their students to learn (Webb 2010). The latter includes posing questions to elaborate on argumentations or summarising the contributions of others to check whether the content of the interaction has been understood correctly.…”

Section: Engagement Related To Other Design Componentsmentioning

confidence: 99%

Group learning activities and perceived learning outcomes

Hei

Admiraal

Sjoer

et al. 2017

Studies in Higher Education

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Group learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students' evaluations of task characteristics and group constellation are related to their perceived increase in domain knowledge. Furthermore task characteristics and guidance are related to students' perceived development as primary school teachers. Verbal interaction and engagement partially and fully mediate several relationships between GLA components and learning outcomes.

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The influence of task structure on students’ learning processes: observations from case studies in secondary school science

Cited by 7 publications

References 31 publications

A typology of task characteristics and their effects on student engagement

A typology of task characteristics and their effects on student engagement

Supporting professional learning through teacher educator enquiries: an ethnographic insight into developing understandings and changing identities

Group learning activities and perceived learning outcomes

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