基于POGIL的小组对话:英语学习者如何参与共同的知识构建过程,以达到共享的理解
Shaghayegh Fateh1, Oluwatobiloba Theresa Ayangbola2, Joshua W Reid3
1Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, Tennessee 37131, United States.
Journal of chemical education
|March 18, 2024
概括
在科学课程中,英语学习者 (ELs) 使用的协作讨论动作比非ELs在以过程为导向的指导性查询学习 (POGIL) 设置中使用的动作少. 这影响了他们共同的知识构建和在小组工作中共享的理解.
科学领域:
- 科学教育科学教育教育.
- 化学教育 化学教育
- 协作式学习是一种协作式学习.
背景情况:
- 积极学习,如流程导向指导查询学习 (POGIL),通过小组互动和讨论来促进参与.
- 美国课堂上英语学习者 (EL) 人口的增加带来了独特的挑战,包括语言障碍和科学教育中的文化调整.
- 化学学习对于EL学生来说尤其具有挑战性,因为该学科的语言密集性.
研究的目的:
- 在POGIL化学课堂中,研究英语学习者 (EL) 和非EL人之间的话语动作差异.
- 探索这些话语差异如何影响协作参与和共同知识构建.
- 检查美国K-12受过教育的EL和国际EL之间的话语模式的潜在变化.
主要方法:
- 在化学课程中分析学生互动和POGIL活动中的话语动作.
- 比较ELs与非ELs使用的演讲动作频率和类型.
- 基于他们之前在美国的K-12学历对国际背景的ELs的分类.
主要成果:
- 研究样本中的EL被观察到与非EL同龄人相比,他们参与的演讲动作较少.
- 这种话语差异可能会限制ELs实现共享理解和充分参与知识构建的机会.
- 在拥有美国K-12经验的EL和国际EL之间注意到了不同的话语模式.
结论:
- 在POGIL化学课程中EL参与协作话语的减少可能会阻碍他们的学习和整合.
- 教师应该考虑支持EL参与协作学习环境的策略.
- 需要进一步的研究,以了解和解决不同EL人口在科学教育中的具体需求.
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