Teaching patterns and learning quality in Swiss and German mathematics lessons

Hugener, Isabelle; Pauli, Christine; Reusser, Kurt; Lipowsky, Frank; Rakoczy, Katrin; Klieme, Eckhard

doi:10.1016/j.learninstruc.2008.02.001

Cited by 74 publications

(47 citation statements)

References 27 publications

(35 reference statements)

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“…Tables Table 1: Questionnaire items about cognitive and metacognitive strategies Table 3: Examples of Year 9 science students' learning strategies (retaining students' own words) on six occasions Table 4: Examples of Year 9 students' statements about "Relate" on the learning protocols on three occasions (retaining students' own words) Table 5: Profiles of Year 9 students' use of diagrams and concept maps on four occasions. Table 6: Examples of Year 9 science students' responses to "check" on the learning protocols on three occasions Table 7: Conceptual themes and student generated examples (retaining students' own words) from the Year 11 psychology students' learning protocol statements (Ausubel, 1960;Bruner, 1973;Hugener et al, 2009;Weinstein & Mayer, 1986) Strategy Instruction (Organise)…”

Section: Discussionmentioning

confidence: 99%

“…Without such teacher support, it is unlikely that there will be a major change in the impact of very useful research. If there is no change in the quality of teachers' knowledge about learning, then we see little prospect of change in the quality of students' knowledge about cognitive and metacognitive strategies for learning (Hugener et al, 2009;Kerr, 1981;Kiewra, 2002;Lawson et al, 2009). …”

Section: Teachers' Knowledge About How People Learnmentioning

confidence: 99%

“…Elaboration is a complex cognitive activity (Hugener et al, 2009). In elaborating their knowledge, students go beyond the information given (Bruner, 1973) to make external connections to prior knowledge, or to generate examples, create metaphors, analogies, and abstract knowledge (Weinstein & Mayer, 1986).…”

Section: Elaboration Of Key Ideas: Relatementioning

confidence: 99%

“…The third component of the learning protocol was to prompt students to organise their knowledge, which is also a complex learning activity (Hugener et al, 2009). …”

Section: Structuring Of Key Ideas: Organisementioning

confidence: 99%

“…Cognitive Organisation (Hugener et al, 2009;Mintzes & Novak, 2000;Pearsall et al, 1997;Weinstein & Mayer, 1986;White & Gunstone, 1992 …”

Section: List Ofmentioning

confidence: 99%

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Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The quality of teachers' knowledge about how people learn influences students' learning outcomes. Similarly, the quality of students' knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students' cognitive and metacognitive strategy use and demonstrated that students' cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons.Studies 2 and 3 showed that the learning protocols slipped readily into teachers' typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded some students' acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.Keywords: theory-practice gap; teacher knowledge; cognitive strategies; metacognitive strategies; learning protocols Archived at Flinders University: dspace.flinders.edu.au Scaffolding cognitive and metacognitive strategy instruction in regular class lessonsIt is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986). However, as Hattie (2009 p. 3) asked, "Why does [this] bounty of research have so little impact?" We see that this lack of impact is associated with a gap between research findings and their use to inform teaching and learning practices (Bransford, Brown, & Cocking, 2000;Hattie, 2009). In this paper we report three studies that attempt to reduce this theory-practice gap, and show that research findings about strategies for good quality teaching and learning can have an impact on classroom practices. Teachers' knowledge about how people learnTeachers exert a direct impact upon student learning. Rowe (2002) and the OECD (2005) have reported that students of the most effective teachers have learning gains four times greater than students of the least effective teachers, that these effects accumulate over time, and that the single most important school-based variable of influence for student performance is teacher quality.The kno...

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Section: Discussionmentioning

confidence: 99%

Section: Teachers' Knowledge About How People Learnmentioning

confidence: 99%

Section: Elaboration Of Key Ideas: Relatementioning

confidence: 99%

“…The third component of the learning protocol was to prompt students to organise their knowledge, which is also a complex learning activity (Hugener et al, 2009). …”

Section: Structuring Of Key Ideas: Organisementioning

confidence: 99%

“…Cognitive Organisation (Hugener et al, 2009;Mintzes & Novak, 2000;Pearsall et al, 1997;Weinstein & Mayer, 1986;White & Gunstone, 1992 …”

Section: List Ofmentioning

confidence: 99%

See 3 more Smart Citations

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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