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PERC 2014 Abstract Detail Page

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Abstract Title: A methodology for characterizing student engagement in consensus discussions
Abstract: This study presents a method for characterizing the participation and substance of student engagement in whole-class discussions. An interrupted time series design was used to make claims about the impact of teacher moves and classroom structures on the productivity of class discussions. The Physics and Everyday Thinking – High School (PET-HS) curriculum was developed to model scientific induction and relies heavily on collaborative discussions to facilitate student sense-making and consensus on the learning targets of the course. Videos of three sections of a high school physics class using the PET-HS curriculum were analyzed to determine the curricular structures, norms, and teacher and student moves that mediated productive dialogue, including maximizing student-to-student interaction. We discuss claims about what classroom structures, norms, and teacher facilitation led to increased student engagement, as well as implications for designing for and maintaining productive classroom discussions.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Enrique Suarez
University of Colorado, Boulder
249 UCB
Boulder, CO 80309-0249
Phone: 4056428983
Co-Author(s)
and Co-Presenter(s)
Philippe Guegan, Shelley Belleau, Kale Hubert, Michael J. Ross, Valerie Otero