Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science.

Autor/inn/en	Kiemer, Katharina; Gröschner, Alexander; Pehmer, Ann-Kathrin; Seidel, Tina
Titel	Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science.
Quelle	In: Learning and instruction, (2015) 35, S. 94-103Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.10.003
Schlagwörter	Lehrerbildung; Lehrerfortbildung; Unterricht; Didaktik; Interesse; Intervention; Klassenraum; Lehrerbildung; Lehrerfortbildung; Interesse; Didaktik; Unterricht; Intervention
Abstract	Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher-student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2018/2