Occurrences and quality of teacher and student strategies for self-regulated learning in hands-on simulations

Khaled, Anne; Gulikers, J.T.M.; Biemans, H.J.A.; Mulder, Martin

doi:10.1080/0158037x.2015.1040751

Cited by 16 publications

(12 citation statements)

References 41 publications

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“…Teachers can use different strategies during negotiation of meaning, for example, modelling or demonstrating the thinking and acting of an expert practitioner, give feedback on students' behaviour and thinking as a (prospective) practitioners and monitor, guide and coach students' personal vocational knowledge development (Billett, Sweet, and Glover 2013;Khaled et al 2015). From in-depth studies toward teachers in vocational education, De Bruijn (2012) and De Bruijn and Leeman (2011) demonstrate teaching strategies like scaffolding (i.e.…”

Section: Teaching Strategies In Relation To Negotiation Of Meaningmentioning

confidence: 99%

Interactions in vocational education: negotiation of meaning of students and teaching strategies

Schaap

Schaaf

Bruijn

2016

Studies in Continuing Education

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This study aimed to describe verbal student-teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n teachers = 5) from Social Work (SW) and Information and Communication Technology (ICT) worked together in small groups (n groups = 5) discussing vocational core problems. Each group held five discussions (n discussions = 25). All discussions were audio recorded and transcribed before they were analysed for negotiation of meaning including teaching strategies. The results showed that 5-8% of the interactions include negotiation of meaning. Interactions in SW groups revealed more negotiation of meaning than in interactions in ICT groups. Teaching strategies mainly included checking and intervening activities in favour of diagnosing activities. Furthermore, teachers used meta-cognitive and conceptual interventions most frequently. The implications of these results are discussed by reflecting on occupational differences and on how negotiation of meaning including teaching strategies can be enhanced. ARTICLE HISTORY

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Section: Teaching Strategies In Relation To Negotiation Of Meaningmentioning

confidence: 99%

Interactions in vocational education: negotiation of meaning of students and teaching strategies

Schaap

Schaaf

Bruijn

2016

Studies in Continuing Education

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“…Lindberg 2003Lindberg , 2019, students' identity work (Åberg and Hedlin 2015), and more general pedagogical issues (cf. Khaled et al 2016;Kärner and Kögler 2016;Schaap, van der Schaaf, and de Bruijn 2017). Hämäläinen and Cattaneo (2015), for example, examine how emerging technology-enhanced learning settings in school settings in Finland and Switzerland mediate instructional activities when teacher and students interact.…”

Section: Previous Researchmentioning

confidence: 99%

Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session

Kilbrink

Asplund

Asghari

2021

Journal of Vocational Education & Training

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In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.

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“…This type of teacher learning also empowered them to change their own instructional strategies to integrate mobile learning into their curriculum. For many years, hands-on simulations have been used within the education system mostly to develop technical skills (Khaled, Gulikers, Biemans, & Mulder, 2016). The goal of the study by Khaled et al (2016) was to analyze how self-regulated learning (SRL), affects hands-on simulations, and the study showed that students and teachers use SRL and explained the strategies used.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…For many years, hands-on simulations have been used within the education system mostly to develop technical skills (Khaled, Gulikers, Biemans, & Mulder, 2016). The goal of the study by Khaled et al (2016) was to analyze how self-regulated learning (SRL), affects hands-on simulations, and the study showed that students and teachers use SRL and explained the strategies used. The results showed that both students and teachers used SRL behavior, but with room for improvement.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program

Birney¹,

Kong²,

Evans³

et al. 2019

JCT

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The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers inorder to provide their students with experiential learning through environmental impact in New York City with thevision that public school students in New York City can benefit from environmental science and experiential learningwork through authentic research, data collection, and experimentation. The purpose is to engage science teachers withexperiential learning opportunities in the New York Harbor that helps them create engaging lessons for their ownstudents. It was found that teachers responded most positively to workshops that included hands-on activities,specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachersreported that the BOP-CCERS program prepared them to support student learning of the program content and scientificresearch activities. Students who engage in real-world science are more likely to see the relevance of science and seethemselves working toward a career pathway in STEM.

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Occurrences and quality of teacher and student strategies for self-regulated learning in hands-on simulations

Cited by 16 publications

References 41 publications

Interactions in vocational education: negotiation of meaning of students and teaching strategies

Interactions in vocational education: negotiation of meaning of students and teaching strategies

Introducing the object of learning in interaction: vocational teaching and learning in a plumbing workshop session

Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program

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