By Junqing Zhai
This e-book explores pedagogical techniques utilized by casual technological know-how educators and botanic backyard educators specifically, whilst instructing technological know-how to traveling scholars (7-12 years old). extra particularly, it attracts at the sociocultural standpoint of studying, and highlights the significance of discourse in studying techniques. It examines the interactions among 4 botanic backyard educators (BGEs) and their scholars, concentrating on how the scholars’ contributions to the debate are up on through the BGEs. furthermore, it comprises an research into which different types of instructing behaviours at the a part of BGEs can most sensible aid learning.
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Cowie & G. ), Social interaction in learning and construction: The meaning of discourse for the construction of knowledge (pp. 193–213). Oxford: Pergamon. , & Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39(1–2), 99–111. , & Dabrowski, E. (2001). Collaboration, scaffolding and the promotion of problem solving strategies in Mexican pre-schoolers. European Journal of Psychology of Education, 16(2), 176–196. , & Bereiter, C.
Moreover, most of their questions were factual and demanded knowledge recall, with only a small proportion challenging students’ thinking. In a comparative study of teacher-student talk that took place in a science classroom and on a museum trip, DeWitt and Hohenstein (2010) elicited that the teachers’ closed-ended, task-related or procedural questions tended to predominate in both settings. However, the authors noticed that the teachers asked more ‘request help’ and ‘invite participation’ questions in the museum than in the classroom setting which the authors suggested involved a ‘less dominant teacher role and a more balanced and interactive relationship, in which the students and teacher support each other’ (DeWitt & Hohenstein, 2010, p.
The construction and analysis of a science story: A proposed methodology. Science & Education, 18(3–4), 401–423. Klassen, S. (2010). The relation of story structure to a model of conceptual change in science learning. Science & Education, 19(3), 305–317. 34 3 A Sociocultural Perspective of Teaching and Learning in Formal and Informal… Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. ), Vygotsky’s educational theory in cultural context (pp.