Resources-oriented instruction: What does it mean, and what might it look like?

Robertson, Amy D.; Bauman, Lauren C.; Abraham, Yohannes M.; Hansen, Brynna; Hung, Tran Manh; Goodhew, Lisa M.

doi:10.1119/10.0009796

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…This study adopts Olitsky's innovative view and suggests that with proper PD, OOF teachers may contribute epistemically to the field they are entering. According to the resources theory (Robertson et al, 2022) and from a constructivist approach to learning, learners' thinking should be treated as a productive resource. Therefore, we suggest that PD programs addressing OOF teachers should build on the strengths and resources they bring from their original disciplines.…”

Section: Professional Development Of Oof Teachers: An Interdisciplina...mentioning

confidence: 99%

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

2023

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Out‐of‐field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in‐field teachers. The present study builds on this epistemic diversity and offers dialogic argumentation as a means to promote mutual learning among physics teachers from different disciplinary backgrounds. We describe guidelines for designing interdisciplinary dialogic argumentation activities that aim to encourage teachers to express their disciplinary perspectives in the context of inquiry‐based physics and to facilitate a deliberative discourse among them. We demonstrate in a case study the ways in which the discourse of a group of in‐field and out‐of‐field teachers unfolds under the proposed design guidelines. Using the Actor‐Network methodology and an analysis of power relations, we uncover a complex interplay between the social and the epistemic in the discourse: when interactions become more dialogic and power relations more equalized, the out‐of‐field teachers take an active role in the discussion, foregrounding their epistemic practices and enhancing the epistemic practices of the group, including the in‐field teacher.

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Section: Professional Development Of Oof Teachers: An Interdisciplina...mentioning

confidence: 99%

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

2023

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“…We have defined instructor listening as deliberately adopting a stance, and working to establish a classroom culture, in which students' nascent efforts at disciplinary reasoning are elicited, made sense of, and made an integral part of the collective learning process. With a listening approach towards teaching, learning, and disciplinary practice, the meaning students developboth individually and as a community -takes center stage (Levin et al, 2012;Robertson et al, 2016Robertson et al, , 2022. Students are viewed as active agents, building a collective, coherent understanding of disciplinary content -analogous to the role of scientists working as a community to develop and improve our understanding of the world.…”

Section: -Aspects Of Instructor Listening In This Examplementioning

confidence: 99%

Instructor listening during lecture: A case from introductory chemistry

Appleby,

Gouvea,

Caspari-Gnann

et al. 2023

Preprint

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Part of learning science is practicing reasoning, but some of the most common approaches to science instruction offer students little opportunity to do that, especially in the whole-class setting of large-enrollment courses. We present and closely examine a single episode of instructor listening – an instructor deliberately adopting a stance, and establishing a classroom culture, in which students’ nascent efforts at disciplinary reasoning are elicited, made sense of, and integrated into the collective learning process – in a 140-student introductory chemistry class, as an exemplar of what such instruction can look like. We delineate five aspects of the focal episode that mark it as exemplary of a listening approach to instruction. And we consider concerns about and potential value of such an approach.

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“…Instructional approaches such as "Responsive Teaching" take this variation as a given and advocate for instructors to learn how to notice and adapt to unexpected variation as it arises (Robertson et al, 2016(Robertson et al, , 2022Rosebery et al, 2016;Louie et al, 2021). Returning to the example of the student who questioned the categorization of the sun as not alive, Warren and Rosebery (2011) imagine how an instructor could see the value in this question.…”

Section: Implications For Biology Instructionmentioning

confidence: 99%

Processing misconceptions: dynamic systems perspectives on thinking and learning

Gouvea

2023

Front. Educ.

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The study of complex dynamic systems is central to biology. In this essay, I argue that thinking and learning can also be understood as phenomena that emerge from the continuous interactivity of dynamic systems. I first present and apply core concepts of dynamic systems theories to both biological and cognitive systems. I then use these ideas to explain how a dynamic systems perspective can recast the way we think about misconceptions, a central concept in the field of education research. Rather than model misconceptions as object-like entities that students either have or do not have, misconceptions can be modeled as patterns that emerge from continuous cognitive processes. I end by discussing how adopting a dynamic systems perspective suggests a need for research that uses methods designed to study processes in time and can inspire educators to embrace and value variation and fluctuation in students’ thinking and learning.

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Resources-oriented instruction: What does it mean, and what might it look like?

Cited by 7 publications

References 22 publications

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

Instructor listening during lecture: A case from introductory chemistry

Processing misconceptions: dynamic systems perspectives on thinking and learning

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