TY - JOUR
T1 - Exploring teacher presence during social regulation of learning in science classrooms
AU - Dragnic-Cindric, Dalila
AU - Lobczowski, Nikki G.
AU - Greene, Jeffrey A.
AU - Karen Murphy, P.
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation (NSF) Grant No. 1316347 to the Pennsylvania State University and the NSF Graduate Research Fellowship Program under Grant No. DGE-1144081 to Dalila Dragnic-Cindric. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.
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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UR - http://www.scopus.com/inward/citedby.url?scp=85053834408&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85053834408
SN - 1814-9316
VL - 3
SP - 1631
EP - 1632
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - 2018-June
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 -