Exploring teacher presence during social regulation of learning in science classrooms

Dalila Dragnic-Cindric, Nikki G. Lobczowski, Jeffrey A. Greene, P. Karen Murphy

Research output: Contribution to journalConference article

Abstract

We studied the extent to which teacher presence relates to social regulation of learning in a collaborative model-based learning task in two high school physics classrooms. We found that groups engaged in argumentation discourse without the teacher actively monitored their understanding and used adaptive regulation strategies. The groups in which the teacher was present during the discussion relied on the teacher for regulation of learning. We discuss the implications for science teachers and teacher educators.

Original languageEnglish (US)
Pages (from-to)1631-1632
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

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All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

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