Improving teacher questioning in science using ICAP theory

Morris, Joshua A.; Michelene, T. H.

doi:10.1080/00220671.2019.1709401

Cited by 35 publications

(19 citation statements)

References 25 publications

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“…Regarding interactional scaffolding, PST participants in this study mostly confirmed and praised students’ answers; however, they rarely asked elaborating or probing questions to help avatar students explore new ideas, clarify understandings and observations and make their reasoning visible to others. While questioning skills have been found highly important for inquiry-based learning and problem solving across content areas (Oliveira, 2010; Pagliaro, 2017), both pre- and in-service teachers in general have difficulty in using high-level questions (Benedict-Chambers et al , 2017; Kabel and Yayan, 2016; Morris and Chi, 2020). Similarly, PSTs teaching ELs in simulation settings are challenged to elicit higher order thinking skills (Regalla et al , 2015).…”

Section: Discussionmentioning

confidence: 99%

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

Lew

Gul

Pecore

2021

ILS

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Purpose Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students. Design/methodology/approach Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed. Findings This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs’ language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs. Originality/value This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.

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Section: Discussionmentioning

confidence: 99%

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

Lew

Gul

Pecore

2021

ILS

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“…The This framework postulates that students' learning outcomes and the products of knowledge development are achieved at the highest degree with Interactive behaviors, followed by Constructive, Active, and finally Passive behaviors. Several empirical studies conducted in science or engineering classrooms have shown that students produce the greatest learning outcomes in an Interactive mode, and outcomes decrease systematically from Constructive to Active and Passive modes, as predicted by the ICAP framework (e.g., Chi et al, 2017;Henderson, 2019;Menekse et al, 2013;Morris & Chi, 2020;Wekerle et al, 2020;Wiggins et al, 2017).…”

Section: Self-constructingmentioning

confidence: 99%

“…In addition, SCIIENCE does not classify the quality of codes. For example, even as teachers ask questions related to student misconceptions, not all questions have the same quality in relation to student learning (Chen et al, 2017;Kiemer et al, 2015;Morris & Chi, 2020;Oliveira, 2010).…”

Section: Scarcity Of Ngss-aligned Protocolsmentioning

confidence: 99%

Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms

Chen

Terada

2021

J Res Sci Teach

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The eight scientific practices in the Next Generation Science Standards (NGSS) are significant theoretical constructs that reflect the nature of science; they are intended to guide science teaching and learning. Yet, operationalization of these practices in terms of student learning remains limited, and a measurement tool for the eight practices is needed. Using an Interactive-Constructive-Active-Passive (ICAP) theoretical framework, this study develops such a protocol, entitled ICAP to

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“…Finally, teachers' deep questions are critical for eliciting students' self-explanations (Chi, 2000;Chi et al, 1989). Through explaining why and how a procedure works, students can make connections between new and old knowledge (Morris & Chi, 2020). However, students themselves usually have little motivation to generate high-RETHINKING THE ROLE OF "QUALITY INSTRUCTION" quality explanations.…”

Section: The Role Of Instruction: Refining the O-p Modelmentioning

confidence: 99%

Rethinking the role of “quality instruction” in predicting algebraic learning within an opportunity-propensity framework: An exploratory cross-cultural study.

Ding¹,

Byrnes²,

Ke³

2023

Journal of Educational Psychology

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This exploratory study examined whether instruction aligned with the Institute of Education Sciences recommendations (i.e., use of worked examples, representations, deep questions) predicts student learning of early algebra, particularly inverse relations, in elementary classrooms. Instructional quality was determined through an opportunity-propensity analysis of cross-cultural data (N = 569) from the United States and China, which showed that teaching played a stronger role in student learning than previously reported. Results from structural equation modeling indicated that teaching quality—especially teachers’ use of deep questions—had both direct and indirect effects (through prior knowledge) on student learning, which together demonstrated greater predictive power than what was reported in previous studies. Specifically, direct path results showed that instructional quality, rather than teacher characteristics, played a more important role in predicting student learning. Indirect effects showed that instructional quality, mediated through students' prior knowledge, predicted the most about students' mathematics achievement. Taken together, the results of the analysis provided strong evidence that implementation of worked examples, representations, and deep questions were positively related to student learning in early algebra. Hierarchical linear regression confirmed these findings but indicated that teaching quality in the current data explained more additional variance in “correctness” than “inverse understanding” for student learning. These findings suggest that the kind of instruction examined in prior opportunity-propensity studies had a weaker effect because it did not align with the Institute of Education Sciences recommendations. Findings also shed light on the extent to which classroom instructions are better at developing students’ algebraic readiness.

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Improving teacher questioning in science using ICAP theory

Cited by 35 publications

References 25 publications

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations

Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms

Rethinking the role of “quality instruction” in predicting algebraic learning within an opportunity-propensity framework: An exploratory cross-cultural study.

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