What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor-Partner Interdependence Model.
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| Title: | What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor-Partner Interdependence Model. |
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| Authors: | Smit, Robbert1 robbert.smit@phsg.ch, Rietz, Florian1, Kreis, Annelies2 |
| Source: | Research in Science Education. Jun2018, Vol. 48 Issue 3, p619-636. 18p. |
| Subject Terms: | *Collaborative learning, *Student teachers, *Pedagogical content knowledge, *Teacher education, Interdependence theory |
| Abstract: | This study focuses on the effects of collaborative lesson planning by science pre-service teachers on their attitudes and knowledge. In our study, 120 pre-service teachers discussed a preparation for a science inquiry lesson in dyads. The teacher with the lesson preparation had the role of the coachee, while the other was the coach. We investigated the following research questions: (1) Does learning occur between the two peers? and (2) Is the competency in lesson planning affected by the attitude and knowledge of coach and coachee? Based on an actor-partner interdependence model (APIM), we could clarify the relations of pedagogical content knowledge (PCK) and attitudes (ATT) between and within the dyads of coach and coachee, as well as their development over time. Furthermore, the APIM allowed the inclusion of a mediator (lesson planning competency). Both PCK and ATT increased slightly but significantly during our project. ATT and PCK seemed to converge between coach and coachee at the end of the project. However, we could not find any cross-lagged effects, meaning there was no effect of coach on coachee or vice versa over time. Further, preceding PCK showed a significant effect on the competency of lesson planning, but planning competency did not influence succeeding PCK or attitude. Finally, these results are discussed with respect to science teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 129794927 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor-Partner Interdependence Model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Smit%2C+Robbert%22">Smit, Robbert</searchLink><relatesTo>1</relatesTo><i> robbert.smit@phsg.ch</i><br /><searchLink fieldCode="AR" term="%22Rietz%2C+Florian%22">Rietz, Florian</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kreis%2C+Annelies%22">Kreis, Annelies</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Jun2018, Vol. 48 Issue 3, p619-636. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdependence+theory%22">Interdependence theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study focuses on the effects of collaborative lesson planning by science pre-service teachers on their attitudes and knowledge. In our study, 120 pre-service teachers discussed a preparation for a science inquiry lesson in dyads. The teacher with the lesson preparation had the role of the coachee, while the other was the coach. We investigated the following research questions: (1) Does learning occur between the two peers? and (2) Is the competency in lesson planning affected by the attitude and knowledge of coach and coachee? Based on an actor-partner interdependence model (APIM), we could clarify the relations of pedagogical content knowledge (PCK) and attitudes (ATT) between and within the dyads of coach and coachee, as well as their development over time. Furthermore, the APIM allowed the inclusion of a mediator (lesson planning competency). Both PCK and ATT increased slightly but significantly during our project. ATT and PCK seemed to converge between coach and coachee at the end of the project. However, we could not find any cross-lagged effects, meaning there was no effect of coach on coachee or vice versa over time. Further, preceding PCK showed a significant effect on the competency of lesson planning, but planning competency did not influence succeeding PCK or attitude. Finally, these results are discussed with respect to science teacher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129794927 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-016-9581-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 619 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Interdependence theory Type: general Titles: – TitleFull: What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor-Partner Interdependence Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Smit, Robbert – PersonEntity: Name: NameFull: Rietz, Florian – PersonEntity: Name: NameFull: Kreis, Annelies IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 48 – Type: issue Value: 3 Titles: – TitleFull: Research in Science Education Type: main |
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