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Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
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| 2 |
Student perceptions of assessment feedback: a critical scoping review and call for research
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| 3 |
Using simulation to teach undergraduate nursing and midwifery students research design
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Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice
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| 5 |
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
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| 6 |
Bridging disciplinary knowledge: the challenge of integrating EAP in business education
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| 7 |
Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom
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Abstract:
Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students’ thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.
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Keyword:
3204 Developmental and Educational Psychology; 3304 Education; 3321 Public Administration; Collaboration; Cooperative learning; Dialogue; Discourse; Inquiry-based science
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URL: https://espace.library.uq.edu.au/view/UQ:ac8d232/education-10-00328-1.pdf
https://espace.library.uq.edu.au/view/UQ:ac8d232
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| 8 |
Using a culturally responsive approach to develop early algebraic reasoning with young diverse learners
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| 9 |
Data use as the heart of data literacy: an exploration of pre-service teachers’ data literacy practices in a teaching performance assessment
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| 10 |
Opening the Romance Verbal Inflection Dataset 2.0: a CLDF Lexicon
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| 11 |
Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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| 12 |
Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye
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| 13 |
Holding the mirror up to converted languages: two grammars, one lexicon
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| 14 |
The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis
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| 15 |
Emotion and its management: the lens of language and social psychology
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| 16 |
Talking together: how language documentation and teaching practice support oral language development in bilingual education programs
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| 18 |
Assessing communication behaviours of hospital pharmacists: how well do the perspectives of pharmacists, patients, and an independent observer align?
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| 19 |
Beyond motivation: Investigating Thai English major students’ grit
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| 20 |
Prophets, pastors and profiteering: exploring external providers’ enactment of pastoral power in school wellbeing programs
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