Managing students' learning in classrooms: Reframing classroom research

Fawns, Rod; Salder, Jo

doi:10.1007/bf02356432

Cited by 5 publications

(6 citation statements)

References 15 publications

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“…This preoccupation could be seen as displacing higher order cognitive communication (Conceptualisation) and can be seen as a teaching and learning failure. This pattern has been observed by Sadler and Fawns (1993), Fawns and Sadler (1996), and Bianchini (1997). Kempa and Ayob (1991) also noted when investigating problem solving by sixteen year old students in science classes that "interactions were predominantly task related" (p. 341) and that their content rarely went beyond the level of "factual information" (p. 341) to the higher cognitive levels of "explainer" (p. 341) and "insight" (p. 341).…”

Section: Task Structuringmentioning

confidence: 59%

“…She felt many tasks used to observe problem solving behaviour did not require cooperative behaviour to find a solution. This study like that of Fawns and Sadler (1996) suggests that it is also important when seeking to improve learning in classroom group work that the teachers not only situate the learning activity in students' social experiences, as after Greeno (1997), but also see themselves as scaffolding cognition in groups, equipping the students with the cognitive skills to engage in reflective Conceptual exchange in group discussion, as after Palincsar and Brown (1984) and Anderson, Reder and Simon (1997). The students in group discussion must manage the task, the individual's contribution to the group as well as the conceptualisation implicit in the task and the conversation.…”

Section: Task Structuringmentioning

confidence: 73%

“…Classroom observations in the studies reviewed here, Fawns and Sadler (1996) and those of Bennett (1991), Cohen (1994) and Crook (1995) note that pupils encounter many problems in abstract representational formats, and, accordingly, spontaneous peer-organised discussion is relatively rare. The research supports the view that one way of introducing social coordination into peer-based work is for the teacher to impose executive structures, on the activities of pupils tackling such problems as a group.…”

Section: Gender Composition and Social Status Effectsmentioning

confidence: 93%

“…Alton-Lee, Nuthall and Patrick (1993) and Fawns and Sadler (1996) have argued that the implementation and management of learning in groups is poorly understood by many teachers who adopt a cognitive perspective which takes individual cognition as the locus of instruction. Research into classroom practice in Britain (Bennett, 1991; Bennett, Desforges, Cockbum, & Wilkinson, 1984;Galton, Simon, & Croll, 1980) found that what passed for group work was, in reality, no more than students sitting in groups but working on independent tasks.…”

Section: Smeh and Fawnsmentioning

confidence: 98%

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Classroom management of situated group learning: A research study of two teaching strategies

Smeh

Fawns

2000

Research in Science Education

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Ab~ractAlthough peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies on communication in peer groups of different gender composition in three parallel Year 8 science classes. The groups were set a problem that required them to design an experiment to compare the thermal insulating properties of two different materials. This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies in teacher management of communication in peer-based work.In science education, a decade of clinical interview based research pioneered by Osborne and Freyberg (1985) into "children's science," has led to theoretical advances in understanding the nature of students' constructed conceptual understanding. The broad tenets of constructivism as a model have attracted considerable support amongst advocates of progressive classroom reform (Ritchie, 1998). However, the process of coming to know in the social setting of the classroom has not been so well researched. If the constructivist model of learning is to be elaborated and usefully modelled for classroom teachers then further empirical data is required. Learning theories that fall within the constructivist school require methodologically that teachers provide for the negotiation of social context and academic context to enable meaning making. From the late sixties science curriculum materials such as the Australian Science Education Project (1974), influenced by Piagetian theory, advocated peer-group settings for science learning. Piaget (1928, p. 204) argued that through "the shock of their thought coming into contact with that of others" children greatly benefit from having to coordinate their thinking with that of their peers. Many sociocultural theorists after Vygotsky (1978) view learning as inherently social because it involves appropriating modes of social discourse; that is gaining access to representational systems that permit distinctive ways of organising and communicating human experience. So educational practice, it is argued, must offer opportunities to explore such discursive systems through interacting with similarly motivated peers: in fact to collaborate. The perception that active individual learning in science classes occurs in a social and cultural context underpins the situative perspective that takes the ...

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Section: Task Structuringmentioning

confidence: 59%

Section: Task Structuringmentioning

confidence: 73%

Section: Gender Composition and Social Status Effectsmentioning

confidence: 93%

Section: Smeh and Fawnsmentioning

confidence: 98%

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Classroom management of situated group learning: A research study of two teaching strategies

Smeh

Fawns

2000

Research in Science Education

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“…R. Thornberg reveals hidden signs of controlling, imposing a certain opinion discourse in the structure of a democratic school meeting which presupposes an open expression of students' opinions and ideas [29]. An experimental field study by R. Fonz and J. Salder focuses on the cognitive and emotional responses of high school children to applied educational strategies [30]. B. Griffith's book is an attempt to reframe all discursive practices of the educational space in order to find a common language for teachers and students [31].…”

Section: Materials and The Results Of The Researchmentioning

confidence: 99%

Teacher-student communication ecology as a module of pre-service teachers’ education

2020

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The article deals with the problem of teacher-student communication ecology as a module of pre-service teachers’ education. This approach restore the status of fundamental education and science, and the social status of the teacher. The sphere of Russian education is currently under reform: a difficult process that neither people, nor the language they use, can quickly adapt to. The purpose of this paper is to reveal the subject areas that could provide young and pre-service teachers with language tools facilitating communication with students, contributing to more productive communication, and thus providing better learning outcomes. According to the research findings, the key to solving the identified systemic problems in academic discourse is to adjust the balance of the categories of self-respect – respect for the Other, which should be implemented at the stage of personal development. This paper presents general guidelines that can set the direction of subsequent stages of scientific research. According to the research findings, this module should cover such areas as: the norms of academic communication, and academic language, emotional academic literacy, efficient linguistic communication tools.

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Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning

Billingsley

2013

Science Education for Diversity

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Managing students' learning in classrooms: Reframing classroom research

Cited by 5 publications

References 15 publications

Classroom management of situated group learning: A research study of two teaching strategies

Classroom management of situated group learning: A research study of two teaching strategies

Teacher-student communication ecology as a module of pre-service teachers’ education

Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning

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