Comparing the pedagogical strategies of teachers who codesigned units to support students’ theory building

Abstract:

Co-design is a collaborative approach intertwining individuals’ unique perspectives resulting in a product that holds creative stakes for all parties. In this paper, we focus on two teachers who co-designed a unit to engage students in theory-building practices and explore similarities and differences in strategies. Through preliminary analysis of classroom video data, we identified six pedagogical strategies teachers enacted including technology use, lesson introduction, whole-class discussion, facilitation, monitoring, addressing questions, and wrapping up the lesson.

See publication:

https://www.academia.edu/102360052/Comparing_the_pedagogical_strategies_of_teachers_who_codesigned_units_to_support_students_theory_building

This publication pertains to:

Learning and Engagement

Publication Authors:

• AlLisia Dawkins
• LuEttaMae Lawrence
• Hillary Swanson

It appeared in:

Peer-reviewed conference proceedings

Shout-outs/Achievements:

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Keywords:

STEM education; co-design