Hearing All Voices to Promote Learning Orientation and Effective Collaboration.
Saved in:
| Title: | Hearing All Voices to Promote Learning Orientation and Effective Collaboration. |
|---|---|
| Authors: | PEI PEI LIU1 pei.pei.liu@colby.edu, TAYLOR, SHARON2, COLWELL-JOHNSON, ANN3, LEE, ALEXANDRA4, MCKINNEY, DAVID5, HARRIS, CHRISTOPHER J.6, LINNENBRINK-GARCIA, LISA7, MARCHAND, GWEN C.7, SCHMIDT, JENNIFER A.8 |
| Source: | Science Scope. Fall2023, Vol. 46 Issue 7, p13-17. 5p. |
| Subject Terms: | *Student engagement, *Psychology of students, *Learning, *Educational psychology, *Middle school teachers, Deep learning |
| Abstract: | We found that students perceived stronger learning orientation messaging when teachers created a positive social climate focused on science learning and used strategies to support all students' participation and collaboration. In the next section, two teachers who helped co-design M-PLANS share how they use student collaboration to establish foundational structures for a positive classroom community that, in turn, reaps continuous rewards by providing students with a safe environment in which to collaborate in scientific sense-making. This varied not just across different teachers' classrooms but also by lesson; on days when a teacher used more supportive social structures, students perceived a greater emphasis on learning orientation that day compared with other days. After learning about instructional design principles for supporting student motivation, middle school science teachers tried implementing new strategies in their classrooms. [Extracted from the article] |
| Copyright of Science Scope is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | We found that students perceived stronger learning orientation messaging when teachers created a positive social climate focused on science learning and used strategies to support all students' participation and collaboration. In the next section, two teachers who helped co-design M-PLANS share how they use student collaboration to establish foundational structures for a positive classroom community that, in turn, reaps continuous rewards by providing students with a safe environment in which to collaborate in scientific sense-making. This varied not just across different teachers' classrooms but also by lesson; on days when a teacher used more supportive social structures, students perceived a greater emphasis on learning orientation that day compared with other days. After learning about instructional design principles for supporting student motivation, middle school science teachers tried implementing new strategies in their classrooms. [Extracted from the article] |
|---|---|
| ISSN: | 08872376 |
| DOI: | 10.1080/08872376.2023.12315901 |
