Exploring teacher presence during social regulation of learning in science classrooms

Dalila Dragnic-Cindric; Nikki G. Lobczowski; Jeffrey A. Greene; P. Karen Murphy

Exploring teacher presence during social regulation of learning in science classrooms

Dalila Dragnic-Cindric, Nikki G. Lobczowski, Jeffrey A. Greene, P. Karen Murphy

Research output: Contribution to journal › Conference article › peer-review

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)
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

Cite this

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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.",

author = "Dalila Dragnic-Cindric and Lobczowski, {Nikki G.} and Greene, {Jeffrey A.} and {Karen Murphy}, P.",

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AU - Greene, Jeffrey A.

AU - Karen Murphy, P.

N1 - Publisher Copyright: © ISLS.

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

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M3 - Conference article

AN - SCOPUS:85053834408

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JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

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T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count

Y2 - 23 June 2018 through 27 June 2018

ER -

Exploring teacher presence during social regulation of learning in science classrooms

Abstract

All Science Journal Classification (ASJC) codes

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