Video-stimulated recall as a catalyst for teacher professional learning

Geiger, Vince; Muir, Tracey; Lamb, Janeen

doi:10.1007/s10857-015-9306-y

Cited by 34 publications

(26 citation statements)

References 29 publications

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“…The interviewer only interrupted when the student remained silent for one minute or a procedure or reasoning was not clear enough. Stimulated recall techniques (Geiger, Muir, & Lamb, 2016) were used to get as much information as possible on the students' work. For those who got stuck and could not continue or asked for help, we provided small neutral hints.…”

Section: Design Of Students' Task-based Interviews (Tbis)mentioning

confidence: 99%

The Effectiveness of Activation of Prior Mathematical Knowledge During Problem-solving in Physics

Turşucu

Spandaw

Vries

2020

EURASIA J MATH SCI T

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Mathematics is of major importance in science subjects. Unfortunately, students struggle with applying mathematics in science subjects, especially physics. In this qualitative study we demonstrate that transfer of algebraic skills from mathematics in physics class can be improved by using pre-knowledge effectively. We designed shiftproblems involving instructional models to carry out small interventions in textbook problems. Shift-problems are feasible for teachers to adopt in teaching practice. To gain insight in the extent to which students improved their application of algebraic skills including basic skills and symbol sense behaviour, we selected three grade-10 physics students. In round one, the students solved algebraic physics problems as they appear in physics textbooks. Two weeks later in round two, the same problems were presented as shift problems to them where we activated prior mathematical knowledge by providing systematic rule-based algebraic hints at the start of these tasks. Algebraic skills were presented in a similar way to how these were learned in mathematics textbooks. We observed that students' problem-solving abilities increased from 48.5 % in the first to 81.8 % in the second round, indicating the effectiveness of how we implemented shift-problems. Furthermore, we discussed the implications of our results for the international science audience.

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Section: Design Of Students' Task-based Interviews (Tbis)mentioning

confidence: 99%

The Effectiveness of Activation of Prior Mathematical Knowledge During Problem-solving in Physics

Turşucu

Spandaw

Vries

2020

EURASIA J MATH SCI T

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“…In support of these findings, other studies (i.e., Doğan, Çakıroğlu, Çavuş, Bilican, & Arslan, 2011;Yiğit & Altun, 2011) suggested that teachers should be supported in their classroom practices after in-service education programs. Considering the findings of the research around the world (e.g., Bryk et al, 2015;Coburn & Penuel, 2016;Geiger, Muir, & Lamb, 2016;Penuel et al, 2011;Steinberg, Empson, & Carpenter, 2004), therefore, it is perspicuous that in-service education programs in Turkey should be based on teacherresearcher collaboration in school settings, with on-going supports especially when implementing new educational approaches since they face to confusion of "old-new" dilemma (Toluk-Uçar & Demirsoy, 2010). Thus, this study focuses on professional collaboration with teachers in their teaching environment.…”

Section: The Context Of Turkeymentioning

confidence: 99%

The Effects of the Professional Development Program Supported by On-the-job Visits on the Pedagogies of Mathematics Teachers

Akkuş

Karakaya

2020

INT ELECT J MATH ED

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Researchers have approached to teacher change in different ways: as a learner, as a teacher, and as a colleague. This study aims to analyze teachers' pedagogical changes within the professionally collaborated training program supported with on-the-job visits in their teaching environments. Five elementary mathematics teachers were involved in the study which was organized as a longitudinal professional program aiming at teachers' classroom practices. By analyzing teaching practices and interviews through Reformed Teaching Observation Protocol (RTOP), the results show that teachers had various characteristics in terms of enacting their pedagogical goals. The study concludes that sample classroom implementations and pedagogical discussions have impact on teachers' beliefs about putting pedagogical goals into practice.

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“…Dimensional analysis (Noffke, 2009) provides a useful framework for highlighting the benefits of action research. The 'personal' dimension is apparent in the potential gain to be made by teachers in participating in action research, which satisfies commonly accepted criteria for the effective professional learning of teachers (Geiger et al, 2016). These include teachers engaging over a sustained period, carrying out inquiries within their own classroom environments and reflecting critically on their own practice.…”

Section: Benefits Of Action Researchmentioning

confidence: 99%

Developing an empowering school curriculum: A renewed focus on action research

Wright¹

2020

LRE

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Video-stimulated recall as a catalyst for teacher professional learning

Cited by 34 publications

References 29 publications

The Effectiveness of Activation of Prior Mathematical Knowledge During Problem-solving in Physics

The Effectiveness of Activation of Prior Mathematical Knowledge During Problem-solving in Physics

The Effects of the Professional Development Program Supported by On-the-job Visits on the Pedagogies of Mathematics Teachers

Developing an empowering school curriculum: A renewed focus on action research

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