Comparing instructional strategies to support student teachers' learning to prepare an open-minded citizenship education lesson.

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Instructional Science Pub Date : 2023-01-01 Epub Date: 2023-02-28 DOI:10.1007/s11251-023-09623-x
Suzan van Brussel, Miranda Timmermans, Peter Verkoeijen, Fred Paas
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Abstract

Open-mindedness is defined as one's willingness and ability to consider opposing beliefs and perspectives and give them a serious, impartial consideration by setting aside one's commitment towards one's own beliefs and perspectives. Learning to prepare and teach open-minded lessons is a crucial skill for student teachers because it fosters an atmosphere in which pupils feel free to express their own views and to learn about the views of others. The aim of this experiment was to examine which instructional strategy best supports student teachers' learning to prepare an open-minded citizenship education lesson. Therefore, participants (n = 176) processed an instruction on how to prepare an open-minded citizenship education lesson through learning by teaching on video, preparing to teach, or re-study (control condition), and as a post-test designed a lesson plan. We examined the completeness and accuracy of the explanations of the instructional content, feelings of social presence and arousal, open-mindedness levels, the completeness and accuracy of the lesson plans, and the conceptual knowledge of the instructional content. In addition, the lesson plans were graded on overall quality. Results showed that all participants scored higher on open-mindedness as measured with the Actively Open-minded Thinking scale after the experiment than before the experiment. Participants in the control condition prepared significantly more accurate and complete open-minded lessons than participants in the other two conditions, suggesting they have gained better understanding of the instructional content. There were no significant differences between the conditions on the other outcome measures.

Abstract Image

比较支持师生学习的教学策略,以准备一堂开明的公民教育课。
开放心态是指一个人愿意和有能力考虑相反的信仰和观点,并通过搁置对自己信仰和观点的承诺,给予他们认真、公正的考虑。学习准备和教授思想开放的课程对学生教师来说是一项至关重要的技能,因为它营造了一种氛围,让学生可以自由表达自己的观点,并了解他人的观点。本实验的目的是检验哪种教学策略最能支持师生学习,以准备一堂开放的公民教育课。因此,参与者(n = 176)处理了一份关于如何通过视频教学、准备教学或重新学习(对照条件)来准备开放的公民教育课程的指导,并作为测试后设计了课程计划。我们检查了教学内容解释的完整性和准确性、社会存在感和唤醒感、开放性水平、课程计划的完整性与准确性以及教学内容的概念知识。此外,课程计划还根据整体质量进行了评分。结果显示,所有参与者在实验后用积极开放思维量表测量的开放思维得分都高于实验前。与其他两种情况下的参与者相比,对照条件下的参与者准备了更准确、更完整、更开放的课程,这表明他们对教学内容有了更好的理解。其他结果测量的条件之间没有显著差异。
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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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