Dynamics of Scientific Engagement in a Blended Online Learning Environment

Dini, Vesal; Jaber, Lama Z.; Danahy, Ethan

doi:10.1007/s11165-018-9802-z

Cited by 10 publications

(9 citation statements)

References 79 publications

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“…For instance, learners’ noticing inconsistencies is part of what drives their planning and carrying out investigations ; their articulating confusion is part of what motivates formulating questions . In another paper (Dini, Jaber, Hammer, & Danahy, ), we discuss our analysis of the complete dataset, including patterns and shifts in participants’ engagement, where two researchers analyzed the data with an 83% interrater agreement.…”

Section: Methodsmentioning

confidence: 99%

Targeting disciplinary practices in an online learning environment

et al. 2018

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The Framework for K-12 Science Education (National Research Council, 2012) outlines eight practices to represent the diverse ways scientists construct and evaluate knowledge. Engaging students in these practices is a key instructional target in the science classroom. This target, however, creates particular challenges for online instruction, which has predominantly focused on delivering content.This study shows the possibility of addressing disciplinary practices online, here in the context of a professional development course for in-service science teachers, which we designed based on previous work in responsive teaching. We examine an episode of the participants' engagement in an online text-based message board and identify evidence of disciplinary practices in their work. We discuss design elements and instructional choices that supported disciplinary engagement: building instruction around learners' ideas, developing online spaces in interaction with learners, and privileging learners' engagement in disciplinary practices as an objective.

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Section: Methodsmentioning

confidence: 99%

Targeting disciplinary practices in an online learning environment

et al. 2018

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“…In prior work, we have shown how by engaging in the doing of science, teachers make progress in their attention to each other's ideas, and more generally in their engagement and persistence in scientific explorations (e.g., Dini et al, 2021;Jaber et al, 2019;Watkins et al, 2017).…”

Section: Teacher Education Efforts To Foster Responsive Teachingmentioning

confidence: 99%

“…Our goal was to design spaces for teachers where they can "mess about" (Hawkins, 1965) with physical phenomena, raise their own questions, conduct experiments to address those questions, and wrestle with uncertainty and setbacks in their explorations. In other work, we explore how the teachers engaged in science within the PD (Dini et al, 2021;Jaber, Dini, et al, 2018); here we focus on how such engagement influenced teachers' instructional practices over time. More specifically, we set out to address the research question: How did the teachers' instruction shift throughout a PD that engaged them in extended scientific inquiry?…”

Section: Introductionmentioning

confidence: 99%

“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching

2021

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While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices. We draw on data from a year-long blendedonline science professional development (PD) program that began with an emphasis on teachers' doing science and progressed to supporting their attention to their students' doing science. By analyzing videos from teachers'

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“…feedback to the teacher; discussion and explanation of the correct answer (Manzur, 2015;Müller et al, 2017;Dini et al, 2019).…”

Section: Theoretical Contributionmentioning

confidence: 99%

“…challenge; rules; interactivity; feedback; quantifiable results; emotional reactions; story; score; ranking; badges (prizes/powers) (Pedro, 2016;Dini et al, 2019).…”

Section: Theoretical Contributionmentioning

confidence: 99%

Developing Professional Skills of the Convict through Entrepreneurship Education

Balabuch¹,

Francisco²,

Pinheiro³

et al. 2019

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The aim of this study was to propose an innovative model for the development of the convict's professional skills through the teaching of Entrepreneurship. The importance of this research resides in the survey and presentation of data that show the possibility of developing the convict's professional skills, which may provide their reinsertion in the labor market. Therefore, it is an exploratory study with qualitative approach that comprises two stages: sampling and analytical, which support the development and application of the model named Professional Education Program with emphasis on the Entrepreneurial Spiral-PEP with EnSp. Thereafter, the data analysis and the development of professional skills are presented, and the results point positively to the promotion of teaching Entrepreneurship to the convict through the PEP with EnSp. Thus, it becomes evident the opportunities for learning and development of the convicts' professional skills through the teaching of Entrepreneurship, with an innovative model, in order to promote employability among individuals who need to be reinserted in the labor market.

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Dynamics of Scientific Engagement in a Blended Online Learning Environment

Cited by 10 publications

References 79 publications

Targeting disciplinary practices in an online learning environment

Targeting disciplinary practices in an online learning environment

“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching

Developing Professional Skills of the Convict through Entrepreneurship Education

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