Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

Kiemer, Katharina; Gröschner, Alexander; Pehmer, Ann-Kathrin; Seidel, Tina

doi:10.1016/j.learninstruc.2014.10.003

Cited by 197 publications

(125 citation statements)

References 45 publications

(70 reference statements)

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“…It is through supportivity that teachers can go beyond right and wrong and practice student-centeredness and dialogicity. Giving weight to these softer values could significantly improve student motivation in the long term [13], as students become aware that their efforts are being truly acknowledged as a part of creating classroom science. Nevertheless, supportiveness is not explicitly discussed in the two curricula examined.…”

Section: Discussionmentioning

confidence: 99%

“…Evidence shows that a more student-centered approach in teacher-orchestrated discussions can lead to increased student motivation and engagement [13]. In contrast, teacher-centered approaches, complemented by memorisation of fragmented knowledge, do not meet today's requirements: the surrounding world is rapidly changing, foregrounding the need for phenomenal and intersubject understanding of larger entities connected to everyday life [2].…”

Section: Introductionmentioning

confidence: 99%

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In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

et al. 2017

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Abstract:The prevailing consensus is that science teaching should be more student-centered and guide learners towards more phenomenon-based and authentic problem-solving activities. This approach is reflected in educational policies and recently reformed curricula. However, there is limited research on how these frameworks actually manifest in curricula and how to facilitate student-centered pedagogy. In this study, we examine the student-centered features of the curricula of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in teacher-orchestrated whole-class discussions. Dialogic interactions include mutual consideration of different and even diverging views. This study first reviews the dialogic themes in the curricula, then explores the ways in which student-centered approaches can be realized in practice by analyzing the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula are considered in the context of the classroom examples. As science classroom interactions are still prevailingly teacher-centered and authoritative, the insights into alternative approaches generated by the examples are discussed. This study prepares the context for further discussion of curricular development, dialogicity and its implications for teaching and teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

et al. 2017

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“…Können die Schülerinnen und Schüler die Lernziele mit den eigenen Zielen verbinden, so ist das Lernen bedeutungsvoller und intentional (Bolhuis, 2003 (Brunnhuber, 1988 Studien zeigen, dass die Lernbegleitung positiv mit den drei Bedingungen der SDT korreliert (Kiemer, Gröschner, Pehmer & Seidel, 2015;Seidel, Rimmele & Prenzel, 2003). Es zeigte sich, dass eine gute Lernbegleitung das Interesse und die intrinsische Motivation der Schülerinnen und Schüler positiv beeinflusst sowie einen positiven Effekt auf die motivational-affektiven Lernergebnisse der Schülerinnen und Schüler ausübt (Seidel & Shavelson, 2007).…”

Section: Die Unterrichtsmerkmaleunclassified

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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ZusammenfassungDer Übergang vom der ersten Phase der Lehramtsausbildung ins Referendariat wird häufig mit dem Begriff "Praxisschock" verbunden. Viele Studierende und Referendare fühlen sich unzureichend auf den Unterricht in der Schule vorbereitet. Sie fordern deshalb eine stärkere Verzahnung von Theorie und Praxis, also eine Anwendung der erlernten Theorien in "echten" Praxisphasen auch schon in der ersten Phase der Lehramtsausbildung.Das Lehr-Lern-Labor Seminar der Universität Würzburg kann dazu beitragen, diese Verbindung von Theorie und Praxis herzustellen. Grundlegend sollen die Studierenden in diesem Seminar ihr fachliches, didaktisches und pädagogisches (Vor-) AbstractThe transition from the first phase of the teacher education at the university to the two-year teacher training at school is often associated with the term "reality shock". Many pre-service and in-service teachers feel inadequately prepared for teaching in schools. Therefore, there is an increasing call for a stronger connection of theory and practice. More precisely, pre-service teachers and educators demand an application of the theoretical knowledge in real practice situations already during education at the university.The Student-Lab seminar at the University of Würzburg can contribute to the connection of theory and practice. In this seminar, the participating pre-service teachers should use their content, didactical and pedagogical knowledge to create experimental stations for students on a given topic based on the Bavarian curriculum. Following, the pre-service teachers teach students on microteaching settings at the experimental stations. After every run, the preservice teachers will reflect their teaching peer to peer and with the instructors. According to an iterative practice, there is an ongoing change of practice, reflection and improvement of the stations and the teaching.The connection of theory and practice is strongly related to professional vision. Professional vision describes the ability of a teacher to notice relevant teaching situations and to provide proper reasoning based on theoretical background. It links theoretical knowledge to specific teaching situations and serves as a connection between dispositions and performance, which can be learned during reflection.Due to the iterative reflections of their own teaching and the teaching of fellow students, the Student-Lab seminar could be a promising learning environment for the development of preservice teachers' professional vision. Therefore, the fundamental research questions are as follows: Is it possible to foster the pre-service teachers' professional vision in the Student-Lab seminar? Furthermore, is there an additional effect due to newly integrated video analysis of their own and their fellows' teaching in the Student-Lab? There is also an interest in the influence of individual characteristics on the development of professional vision.Another interest concerns the relation between the pre-service teachers' content knowledge, didactical knowledge and their prof...

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“…Howe dan Abedin (2013) pula berpendapat dialog boleh dijadikan asas kepada kaedah pengajaran yang berjaya. Sementara itu, Kiemer et al (2015) berpandangan bahawa minat pelajar dapat dipupuk melalui wacana kelas yang produktif.…”

Section: Sorotan Literaturunclassified

Lakuan Ilokusi Guru dalam Pengajaran Bahasa Melayu (Teacher’s Illocutionary Act in Teaching Malay Language)

Zainal

2017

GEMA

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ABSTRAKLakuan ilokusi merupakan perlakuan niat pengucapan yang terdapat dalam sesuatu ujaran. Dalam ujaran yang dituturkan oleh guru ketika proses pengajaran terdapat lakuan ilokusi yang tertentu yang dibina dengan matlamat dan fungsi yang tertentu. Oleh itu, kajian ini dijalankan bagi mengenal pasti bentuk lakuan ilokusi guru dalam pengajaran Bahasa Melayu, mengenal pasti jenis lakuan gramatis yang terdapat padanya dan menjelaskan fungsi lakuan ilokusi tersebut. Kajian ini menggunakan pendekatan pragmatik berpandukan pengkategorian lakuan ilokusi dan fungsi ilokusi yang dikemukakan oleh Leech (1983) dalam Prinsip Kesopanan. Kaedah tidak menonjol (unobtrusive research) dijalankan dengan menjadikan ujaran yang dituturkan oleh tiga orang guru semasa pengajaran Bahasa Melayu sebagai data kajian. Sebanyak dua puluh satu ujaran terpilih yang dituturkan mengandungi lakuan ilokusi, iaitu berbentuk penegasan, arahan, komisif dan ekspresif. Pada lakuan ilokusi tersebut terdapat pelbagai lakuan gramatis, seperti mendakwa, menyatakan, meminta, menasihati, merayu, mendesak, memerintahkan, mengesyorkan, memberi motivasi, menyuruh, memohon, berjanji, mempelawa dan memujuk. Hasil kajian menunjukkan bahawa guru menggunakan lakuan-lakuan ilokusi tersebut untuk bersaing, beramah tamah dan berkolaboratif. Kajian juga menunjukkan bahawa terdapat ujaran yang dituturkan mempunyai dua bentuk lakuan ilokusi yang berbeza dan fungsi lakuan ilokusinya juga turut berbeza. Kajian ini penting dijadikan panduan kepada para guru supaya ujaran yang dituturkan oleh mereka dalam sesi pengajaran mengandungi lakuan ilokusi yang bersesuaian dengan kemampuan kognisi para pelajar supaya fungsi lakuan ilokusi tersebut dapat difahami dengan jelas oleh mereka.Kata kunci: pragmatik; lakuan ilokusi; lakuan gramatis; pengajaran Bahasa Melayu: fungsi ilokusi Teacher's Illocutionary Act in Teaching Malay Language ABSTRACTIllocutionary act is the speech intention act of a speaker in an utterance. There are certain illocutionary acts specifically uttered with certain aim and function in utterances spoken by a teacher during the teaching process, Therefore, this research is carried out to identify the form of illocutionary acts used by teachers in teaching Malay Language in order to identify the type of grammatical acts and to explain the function of such illocutionary act. This study uses a pragmatic approach based on the categorisation of illocutionary acts and illocutionary function introduced by Leech (1983) in the Politeness Principle. Unobtrusive research has been performed by sampling the utterances spoken by three teachers during the Malay language lesson as the research data. There are twenty one selected utterances which contain illocutionary acts such as assertion, instruction, commissure and expressive. The data revealed that under the stated illocutionary acts, there exits multiple grammatical acts such as claiming,

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Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

Cited by 197 publications

References 45 publications

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

In Search of Dialogicity: A Comparison of Curricular Documents and Classroom Interactions from Finland and Hong Kong

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Lakuan Ilokusi Guru dalam Pengajaran Bahasa Melayu (Teacher’s Illocutionary Act in Teaching Malay Language)

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