Show and tell: scaffolding practices in lower secondary social science classrooms

Journal of Curriculum Studies, Год журнала: 2024, Номер unknown, С. 1 - 20

Опубликована: Июль 27, 2024

Inquiry and teaching with high levels of student activity are central to social science education, research has shown the importance scaffolding other expressions supportive structures in (Christensen, 2021; Mathé, 2020). Nevertheless, there have been few studies documenting how actual takes place whether a teacher's activities support work their students. This article, part QUINT—Quality Nordic Teaching, drew on video observations from 16 lower secondary classrooms Denmark Norway. We began by using Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2019) identify extent teacher practices. From this, we analysed understand what kinds can be observed specific focus inquiry-based teaching. Although identified minority lesson segments, did observe was related number skills strategies, both generic education. concluded identifying strong potential developing practices inquiry further, before discussing implications opportunities based our findings.

Язык: Английский

Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time?

Teaching and Teacher Education, Год журнала: 2024, Номер 153, С. 104843 - 104843

Опубликована: Ноя. 8, 2024

Язык: Английский