Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach DOI Creative Commons
Melinda Kirk, Russell Tytler, Peta White

и другие.

Research in Science Education, Год журнала: 2024, Номер unknown

Опубликована: Окт. 28, 2024

Abstract With the critical nature of socio-ecological challenges, need to empower young people generatively grapple with these science-related issues is crucial for developing their agentic citizenship. This paper reports on a primary science project that adopted Socratic Seminar pedagogical strategy enable student voice and collaborative solutions local/global challenge. Exploring microorganisms in COVID-19-affected world, agency investigative practices were prioritised. We report semiotic analysis student-led investigations discussions informing decision-making action. Students enacted scientifically grounded reasoning, posed evidence-focused questions engaged argumentation towards solutions. The culminating ‘Scientists Solutions’ closely emulated community supporting generation evidence-informed unpacks this approach. findings inform creation epistemic space within classroom fosters scientific questioning, inquiry decisions through process.

Язык: Английский

An application of TikTok flipped classroom in art education DOI Creative Commons
Ting Hu, Ushba Rasool, Haowei Chen

и другие.

Forum for education studies., Год журнала: 2025, Номер 3(1), С. 2197 - 2197

Опубликована: Фев. 21, 2025

This study investigates the effectiveness of TikTok flipped classroom teaching model in enhancing students’ art design abilities, compared to traditional teacher-centered model. Using a quasi-experimental design, research was conducted over 16-week intervention with two second-year classes from university Guizhou Province, China. A purposive sampling method used select participants, 41 students experimental group (TikTok model) and control (traditional model). Both groups had comparable average final exam scores art-related courses spring semester 2024. The sought address three questions: Whether significantly enhances whether has significant impact, there is difference abilities between groups. Results are expected provide valuable insights into innovative methods, particularly use social media platforms like TikTok, education.

Язык: Английский

Процитировано

0
‘Splintered selves’: teachers’ online fragmented identities navigating the personal, political and professional DOI Creative Commons
Steven Kolber, Keith Heggart

Teachers and Teaching, Год журнала: 2025, Номер unknown, С. 1 - 21

Опубликована: Фев. 27, 2025

Язык: Английский

Процитировано

0
Fostering Epistemic Space for Collaborative Solutions in Primary Science Through a Socratic Seminar Inquiry Approach DOI Creative Commons
Melinda Kirk, Russell Tytler, Peta White

и другие.

Research in Science Education, Год журнала: 2024, Номер unknown

Опубликована: Окт. 28, 2024

Abstract With the critical nature of socio-ecological challenges, need to empower young people generatively grapple with these science-related issues is crucial for developing their agentic citizenship. This paper reports on a primary science project that adopted Socratic Seminar pedagogical strategy enable student voice and collaborative solutions local/global challenge. Exploring microorganisms in COVID-19-affected world, agency investigative practices were prioritised. We report semiotic analysis student-led investigations discussions informing decision-making action. Students enacted scientifically grounded reasoning, posed evidence-focused questions engaged argumentation towards solutions. The culminating ‘Scientists Solutions’ closely emulated community supporting generation evidence-informed unpacks this approach. findings inform creation epistemic space within classroom fosters scientific questioning, inquiry decisions through process.

Язык: Английский

Процитировано

0