Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas
Abstract
Researchers have argued that teachers' knowledge can be evidenced by the ways they elicit and respond to student ideas. We analyze data from a four-year study of nine high school teachers who designed formative assessment tasks and learned about student thinking with a learning progression for natural selection. We coded teacher questions, student responses, and teacher feedback in classroom videos collected across four years. Through sequential...
Paper Details
Title
Developing knowledge-in-action with a learning progression: Sequential analysis of teachers' questions and responses to student ideas
Published Date
Nov 1, 2018
Volume
76
Pages
267 - 282
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