When facing students' major conceptual challenges, the teacher shifted from prompting cued questions to providing explanations himself¶
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Evidence · 1 study · qualitativer2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? In the analysed excerpt on interpreting DNA profiles, repeated failures under cued questioning led the teacher to abandon prompting and explain the denotations of the DNA profiles directly, after which a student correctly identified the perpetrator's profile. → 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 1, a help-seeking setting during the annotation activity where students misidentified wells as the suspect's. After the "teacher's explanatory account, Finn correctly identifies the DNA profile belonging to the perpetrator" (line 19).
"Realisin g that the students are experiencing major challenges in understanding the DNA representation, the teacher changes his eliciting strategy of prompting cued questions. Instead, he chooses toexplain the denotationsof the DNA profiles himself"
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
- The teacher supported understanding of assignments by reformulating scientific terms into everyday concepts and by contextualising the lab experiment — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-shifts-cued-questions-to-explanations |
title |
When facing students' major conceptual challenges, the teacher shifted from prompting cued questions to providing explanations himself |
description |
When facing students' major conceptual challenges, the teacher shifted from prompting cued questions to providing explanations himself |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anniken-furberg-2016 |
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