Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

Dekker, R.; Elshout-Mohr, M.

doi:10.1023/b:educ.0000028402.10122.ff

Cited by 64 publications

(44 citation statements)

References 12 publications

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“…Some studies investigated effects of support types (e.g., process support versus content support) on students' learning (e.g., Dekker and Elshout-Mohr 2004). However, it may not be the type of support that matters, but the quality of the support (e.g., in terms of contingency).…”

Section: Scaffolding Task Effort and Appreciation Of Supportmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

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Section: Scaffolding Task Effort and Appreciation Of Supportmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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“…Computer programs were found to be most effective in supporting student centered learning if the programs can provide scaffolds for students with special needs, support factual knowledge acquisition, and emphasize the capacity of technology in creating new learning experiences for students [47]. Studies showed that teachers' role as facilitator for student learning had a higher effect than as disseminator of knowledge or modeling processes [48,49]. In this context our college started to apply elearning system to improve the students' satisfaction level of learning and teaching process and achieves the learning outcomes of the program.…”

Section: Discussionmentioning

confidence: 99%

Physiotherapy Students Learning and Teaching Satisfaction

Alghamdi

Alzahrani

Abdel-aziem

2017

Journal of Contemporary Medicine

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Objective: This study was conducted to evaluate the physiotherapy students' satisfaction with learning and teaching process of faculty of applied medical sciences, Taif University, KSA.Methods: A cross-sectional study was conducted. A total of 132 undergraduate physiotherapy students completed a questionnaire consisted of 36 questions divided into five different categories through a 5-point Likert's scale. These categories of learning and teaching satisfaction are evaluation methods, academic advising, teaching and learning strategies, evaluation of teacher and courses, clinical training. Chi-square test was used to determine the significant level of the student degree of agreement.Results: Chi-square analysis revealed that all the items of the questionnaire were statistically significant (p < 0.05) for the choice "True sometimes" except questions related the mechanism of fraud control in the students' duties and tests, the office hours provided by the teaching staff, and the extent of benefits gained by students through scientific help of teaching staff were statistically significant (p < 0.05) for the choice "Agree". The degree of agreement of the five categories of questionnaire was fair. The results revealed that about 6 out of every 10 respondents were found satisfied with the five categories of learning and teaching process.Conclusion: The students' satisfaction level was "fair" degree of agreement with learning and teaching process in the physiotherapy department that requires several strategies to improve the learning and teaching process of the physiotherapy students.

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“…Teacher help for collaborative learning Collaborative learning is fruitful for students if it gives them the opportunity to sharpen their own thinking (Davidson 1990;Dekker 1994;Dekker and Elshout-Mohr 2004;Webb 1991). The quality of students' interactions is influenced by several factors, such as the learning materials, the composition of the groups, and the role of the teacher.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In this study, we focused on this last aspect. We built on a study performed by Dekker and Elshout-Mohr (2004), which is extensively discussed in a later section. They compared the effect on conceptual level raising in mathematics of a teacher who focused on the students' interactions with a teacher who paid attention to the mathematical content of the students' work.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teacher help for conceptual level raising in mathematics

Pijls

Dekker

Hout-Wolters

2007

Learning Environ Res

Self Cite

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A field study with 16-year-old students in senior general secondary education was undertaken with the following research question: ''Do students working in pairs on investigation tasks with the computer attain more conceptual level raising in mathematics when they are supported by a teacher who stimulates their interaction (process help) than when they are supported by a teacher who gives mathematical help (product help)?'' Students in both conditions improved, but the two types of help showed no significant difference in level raising. Also, students in both conditions had serious problems with the learning materials, and wanted the teacher to explain and correct more. For students at this level of education, learning with investigation tasks in small groups appears to be very difficult.

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Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning

Cited by 64 publications

References 12 publications

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Physiotherapy Students Learning and Teaching Satisfaction

Teacher help for conceptual level raising in mathematics

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