Annika Herrmann, Cornelia Schulze, Kim Lange-Schubert, Henrik Saalbach
{"title":"教师谈话对小学生科学学习的影响:以人为本的观念变迁分析","authors":"Annika Herrmann, Cornelia Schulze, Kim Lange-Schubert, Henrik Saalbach","doi":"10.1016/j.learninstruc.2025.102216","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.</div></div><div><h3>Aims</h3><div>The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.</div></div><div><h3>Sample</h3><div>Participants were 1162 students from 53 fourth grade classes.</div></div><div><h3>Methods</h3><div>Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.</div></div><div><h3>Results</h3><div>Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.</div></div><div><h3>Conclusion</h3><div>Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102216"},"PeriodicalIF":4.9000,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change\",\"authors\":\"Annika Herrmann, Cornelia Schulze, Kim Lange-Schubert, Henrik Saalbach\",\"doi\":\"10.1016/j.learninstruc.2025.102216\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.</div></div><div><h3>Aims</h3><div>The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.</div></div><div><h3>Sample</h3><div>Participants were 1162 students from 53 fourth grade classes.</div></div><div><h3>Methods</h3><div>Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.</div></div><div><h3>Results</h3><div>Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.</div></div><div><h3>Conclusion</h3><div>Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"100 \",\"pages\":\"Article 102216\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475225001409\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225001409","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change
Background
Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.
Aims
The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.
Sample
Participants were 1162 students from 53 fourth grade classes.
Methods
Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.
Results
Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.
Conclusion
Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.