The teacher supported understanding of assignments by reformulating scientific terms into everyday concepts and by contextualising the lab experiment¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Excerpt 3 the teacher reformulated the assignment question by replacing the scientific terms 'evidence' and 'reference profile' with everyday concepts, enabling a student to suggest an answer, and guided the students toward relevant information and contextualisation of the experiment. → Anniken Furberg 2016

Evidence¶

Anniken Furberg 2016¶

Anniken Furberg. (2016). Teacher support in computer-supported lab work: bridging the gap between lab experiments and students' conceptual understanding. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-016-9229-3

q2 · i? · qualitative · r2

Micro-analysis of Excerpt 3 during the final report-writing activity; the teacher also alternated cued questions with elaborations through discussions of cooling and decomposition until students "finally state that they know what to do".

"When reformulating, the teacher replaces the scientific terms Bevidence^ and Breference profile^ with more everyday concepts. As seen in line 3, this reformulation allows Ali to develop a reasonab le suggestion for an answer"

Discussion¶

Related Claims¶

• Cognitively oriented challenges dominated student help requests during computer-supported lab work, with 45.1% conceptual and 28.7% cognitive-regulation requests
• Teachers can guide students' conceptual understanding of life skills concepts by building on the everyday experiences students invoke in classroom conversations. — related
• When facing students' major conceptual challenges, the teacher shifted from prompting cued questions to providing explanations himself — related