Abstract
We studied the extent to which teacher presence relates to social regulation of learning in a collaborative model-based learning task in two high school physics classrooms. We found that groups engaged in argumentation discourse without the teacher actively monitored their understanding and used adaptive regulation strategies. The groups in which the teacher was present during the discussion relied on the teacher for regulation of learning. We discuss the implications for science teachers and teacher educators.
Original language | English (US) |
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Pages (from-to) | 1631-1632 |
Number of pages | 2 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 3 |
Issue number | 2018-June |
State | Published - 2018 |
Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education