Making scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education

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dc.catalogadorpva
dc.contributor.authorCabello González, Valeria Magaly
dc.contributor.authorKeith J., Topping
dc.date.accessioned2024-10-02T16:54:22Z
dc.date.available2024-10-02T16:54:22Z
dc.date.issued2018
dc.description.abstractThere is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers' explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers' explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers' explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning. (c) 2018 IJCRSEE. All rights reserved.
dc.fechaingreso.objetodigital2024-10-02
dc.fuente.origenConveris
dc.identifier.doi10.5937/ijcrsee1803035C
dc.identifier.eissn2334-8496
dc.identifier.issn2334-847X
dc.identifier.urihttps://doi.org/10.5937/ijcrsee1803035C
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88067
dc.identifier.wosidWOS:000557710200005
dc.information.autorucFacultad de Educación; Cabello González, Valeria Magaly; 0000-0001-6190-9187; 127258
dc.issue.numero3
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final47
dc.pagina.inicio35
dc.revistaInternational Journal of Cognitive Research in Science, Engineering and Education
dc.rightsacceso abierto
dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectExplanation
dc.subjectSimulations
dc.subjectHigh-leverage practice
dc.subjectScience education
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleMaking scientific concepts explicit through explanations: Simulations of a high-leverage practice in teacher education
dc.typeartículo
dc.volumen6
sipa.codpersvinculados127258
sipa.trazabilidadConveris;20-07-2021
sipa.trazabilidadORCID;2024-09-30
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