Curricular Knowledge as a Resource for Responsive Instruction: A Case Study

Autor/inn/en	Robertson, Amy D.; Gray, Kara E.; Lovegren, Clarissa E.; Killough, Kathryn L.; Wenzinger, Scott T.
Titel	Curricular Knowledge as a Resource for Responsive Instruction: A Case Study
Quelle	In: Cognition and Instruction, 39 (2021) 2, S.149-180 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robertson, Amy D.) ORCID (Wenzinger, Scott T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2020.1832096
Schlagwörter	Case Studies; Teaching Methods; Thinking Skills; STEM Education; Educational Change; Instructional Materials; Curriculum Development; Undergraduate Students; Physics; Science Instruction; Correlation; Knowledge Level; Teacher Educators; Foreign Countries; Worksheets; Teaching Assistants; Introductory Courses; Peer Teaching; Student Attitudes; Observation; Algebra; Calculus; Washington (Seattle) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; STEM; Bildungsreform; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Wissensbasis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Einführungskurs; Peer group teaching; Peer Group Teaching; Schülerverhalten; Beobachtung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	Responsive instruction--or instruction that foregrounds and takes up the disciplinary substance of student thinking--is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate or rely on curriculum with set, structured learning trajectories for students. In this paper, we propose a new component of curricular knowledge--in particular, an understanding of the purposes of questions or sequences of questions in research-based instructional materials. We show that this kind of curricular knowledge supported the enactment of responsive instructional practices among one cohort of 14 undergraduate physics Learning Assistants, illustrating the relationship between curricular knowledge and responsive instruction. We document some of the key phases in and tools that supported the development of this cohort's curricular knowledge, lending insight into how teacher educators might support the development of curricular knowledge in their own contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01