Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit

Aranda, Maurina L.; Lie, Richard; Guzey, S. Selcen; Makarsu, Murat; Johnston, Amanda; Moore, Tamara J.

doi:10.1007/s11165-018-9697-8

Cited by 31 publications

(28 citation statements)

References 26 publications

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“…To address this issue, our recent work has studied a variety of teaching pedagogies and classroom talk in engineering and science units (Aranda et al, 2018;Guzey & Ring-Whalen, 2018;Guzey, Ring-Whalen, Harwell, & Peralta, 2019). In these studies, one teacher's classroom practices heavily reflected the pedagogies espoused in our professional development program as well as demonstrated ways to overcome the challenges to practice laid out by Bybee (2013).…”

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confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

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Background Integration of engineering into middle school science and mathematics classrooms is a key aspect of STEM integration. However, successful pedagogies for teachers to use engineering talk in their classrooms are not fully understood. Purpose/Hypothesis This study aims to address this need with the research question: How does a middle school life science teacher use engineering talk during an engineering design‐based STEM integration unit? Design/Method This case study examined the talk of a teacher whose students demonstrated high levels of learning in science and engineering throughout a three‐year professional development program. Transcripts of whole‐class verbal interactions for 18 class periods in the life science‐based STEM integration unit were analyzed using a theoretical framework based on the Framework for Quality K‐12 Engineering Education. Results The teacher used talk to integrate engineering in a variety of ways, skillfully weaving engineering throughout the unit. He framed lessons around problem scoping, incorporated engineering ideas into scientific verbal interactions, and aligned individual lessons and the overall unit with the engineering design process. He stayed true to the context of the engineering challenge and treated the students as young engineers. Conclusions This teacher's talk helped to integrate engineering with the science and mathematics content of the unit and modeled the practices of informed designers to help students learn engineering in the context of their science classroom. These findings have the potential to improve how educators and curricula developers utilize engineering teacher talk to support STEM integration.

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confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

Self Cite

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“…Many studies have examined the key role of classroom talk in influencing learning (Aranda et al, 2018;Shartiely, 2013). Drawing from a sociocultural theoretical perspective (Lave & Wenger, 1991), we conceptualise learning as a socially organised activity and the classroom as a social learning community where students construct new knowledge and skills as they participate in classroom activities that support knowledge building.…”

Section: Productive Teacher Talk and Student Participation In Sciencementioning

confidence: 99%

“…In this study, we refer to such premeditated verbal discourse-rich instructional strategies as teacher talk moves. Michaels and O'Connor (2012) and Aranda et al (2018) explored teacher talk moves during classroom discussions and highlighted the initiating moves aimed at inviting students into classroom discussions and rejoinder moves that are teachers' responses to student ideas, explanations or questions. Explaining and questioning have been identified as discourse functions that facilitate the productive classroom talk of students and also as tools to aid verification of students' comprehension of complex concepts (Cian & Cook, 2018).…”

Section: Productive Teacher Talk and Student Participation In Sciencementioning

confidence: 99%

“…Equally important is the idea that student misconceptions could be uncovered and replaced with the correct understanding during classroom interactions (Morton, 2012;Scott, Mortimer, & Ametller, 2011). Such engendered classroom discourse approaches have been referred to as the Initiation, Response Evaluation-Feedback pattern (IRE-F) (Sinclair & Coulthard, 1975), the communicative approach (Mortimer & Scott, 2003) and teacher talk moves (Aranda et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…This study is based on the teaching of basic genetics terminology to pre-service teachers at a South African university and explores teacher talk moves that could be instrumental in initiating, following up and encouraging in-depth and sophisticated student responses which, in turn, could develop conceptual understanding during classroom discussions. Although the importance of teacher talk in enhancing student participation has been reported in previous studies, especially in higher education settings (Aranda et al, 2018;Lehesvuori et al, 2018), many of these studies are speculative, focusing on what to do in the classroom, and not on pedagogical enablers such as classroom talk and active student participation (Morton, 2012) or on student conceptions and pedagogical links (Scott et al, 2011) used by teachers to attain instructional objectives. There is therefore limited research that systematically investigates the nature of teacher talk practices triggering high levels of student participation.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigating Teacher Talk Moves in Lessons on Basic Genetics Concepts in a Teacher Education Classroom

Buma

Nyamupangedengu

2020

African Journal of Research in Mathematics, Science and Technol

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Recent reforms in science education highlight the need for student-centred approaches to teaching in school curriculum policy in South Africa. Science teachers are required to move away from traditional teacher-centred practices which regard students as mere passive recipients of knowledge. In this study, we examine classroom talk for the type of student participation encouraging moves employed in lessons on basic genetics concepts and the related quality of instructional strategies employed by a university lecturer during a semester course on genetics. A key feature of the course was the lecturer's use of students' prior knowledge including alternative conceptions from a diagnostic assessment to facilitate the learning of pertinent genetics terminologies. Through a qualitative approach, we combine two recently published frameworks-the Analysing Teacher Moves (ATM) and the Elaboration frameworksto analyse teacher talk from transcribed videoed lectures and explore the likely influence on student participation. The findings reveal two dominant student participation stimulating talk-related instructional strategies that seemed to elicit diverse and deeper responses from the students. These include higherorder initiating and rejoinder moves, supplemented by other moves, through which the lecturer provided students with factual information, often in a manner that enabled knowledge synthesis. The intentional use of open-ended questions, explanations and representations and probing students for further contributions signal deliberate pedagogic intentions to promote student interaction while navigating observed language proficiency challenges. The combined analysis framework is recommended for use in future studies on instructional practices which aim to promote fruitful classroom interaction.

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Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

Watkins

Portsmore

Swanson

2020

J of Engineering Edu

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Background Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning. Purpose/Hypothesis The purpose of our qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. We asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program? Design/Method We identified two teachers, Alma and Margaret, who exhibited productive shifts in their pedagogical reasoning during the program. Drawing on interviews and videos of their teaching, we developed case studies characterizing their stances toward teaching and learning engineering. Results Alma shifted in her reasoning about teaching the design process, from treating it as linear, discrete steps to recognizing the dynamic, overlapping nature of design practices. Similarly, Margaret shifted in how she reasoned about failure and iteration, recognizing the need to help students analyze unexpected design performances to learn from and iterate on their designs. For both teachers, these shifts were dynamic and nonlinear, reflecting both context‐sensitivity and growing stability in their reasoning. Conclusions Engineering teacher educators should provide opportunities for teachers to reason about the specific pedagogical dilemmas in engineering and consider how teachers integrate disciplinary understandings with attention to students' reasoning and actions and pedagogical practices.

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Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit

Cited by 31 publications

References 26 publications

Engineering as the integrator: A case study of one middle school science teacher's talk

Engineering as the integrator: A case study of one middle school science teacher's talk

Investigating Teacher Talk Moves in Lessons on Basic Genetics Concepts in a Teacher Education Classroom

Shifts in elementary teachers' pedagogical reasoning: Studying teacher learning in an online graduate program in engineering education

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