Instructional Improv to Analyze Inquiry-Based Science Teaching: Zed's Dead and the Missing Flower

Autor/inn/en	Dahn, Maggie; Lee, Christine; Enyedy, Noel; Danish, Joshua
Titel	Instructional Improv to Analyze Inquiry-Based Science Teaching: Zed's Dead and the Missing Flower
Quelle	In: Smart Learning Environments, 8 (2021), Artikel 10 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dahn, Maggie) ORCID (Lee, Christine) ORCID (Enyedy, Noel) ORCID (Danish, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7091
DOI	10.1186/s40561-021-00156-9
Schlagwörter	Elementary School Science; Science Instruction; Inquiry; Science Activities; Teaching Methods; Creative Teaching; Entomology; Computer Simulation; Story Telling; Student Centered Learning; Active Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Entomologie; Computergrafik; Computersimulation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen
Abstract	In inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students' intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model "instructional improv," which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher (1) "tells a story"; (2) "reframes mistakes as opportunities"; (3) "agrees"; (4) "yes ands"; (5) "makes statements (or asks questions that elicit statements)"; and (6) "puts the needs of the classroom ensemble over individuals." Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01