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  Session: PER: Curriculum and Instruction and Student Content Understanding
  Paper Type: Contributed
  Title: Teacher-Student Discourse in Active Learning Lectures
  Meeting: 2018 Summer Meeting: Washington, DC
  Location: N/A
  Date:
  Time: 9:50AM
  Author: Ross K. Galloway,, University of Edinburgh,
+441316508614, ross.galloway@ed.ac.uk
  Co-Author(s): Anna K. Wood,, Christine Sinclair,, Judy Hardy,
  Abstract: Active learning lectures are becoming increasingly well studied, but an underexplored area is the nature of the dialogue between the instructor and the students during these sessions. We have conducted case studies of active lectures in a flipped-classroom introductory physics class, analysing them from a sociocultural perspective. From these, we have identified three main purposes for the dialogues: 1) Involving students in sense-making, 2) Guided expert modeling, and 3) Wonderment questions. We have also found that the structure of the dialogues is typically consistent with authoritative interactions (where the authority lies with the instructor), but that the learning environment of the flipped, active engagement class acts to create a learning context that can be described as ideologically dialogic. We will discuss how this combination of instructional design and the establishment of active classroom norms creates opportunities which may be beneficial for learning.
  Footnotes: None
  Presentation: Galloway AAPT 2018 Presentation.pdf

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