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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning in Classrooms, Schools and Communities > Interactive pedagogy and subsequent effects on learning in science classrooms.

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/26329
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Title: Interactive pedagogy and subsequent effects on learning in science classrooms.
Authors: McGregor, Debra
Citation: International Journal of Research & Method in Education, 27 (2): 237-261
Publisher: Routledge (Taylor & Francis)
Journal: International Journal of Research & Method in Education
Issue Date: 2004
URI: http://hdl.handle.net/2436/26329
DOI: 10.1080/0140672040270211
Additional Links: http://www.informaworld.com/smpp/content?content=10.1080/0140672040270211
Abstract: Observations of pupils-in-action whilst carrying out investigations indicated that there was plenty of social and cooperative exchange. There was, however, infrequent discussion regarding the planning of experimental approaches, predicting outcomes, consideration of the meaning of evidence and evaluation of task solutions. These observations informed the nature of interactive in-service programmes developed in Keele University Education Department. Professional development was designed to purposely illustrate a wide repertoire of pedagogic strategies that focused around these issues to support cognitive development of pupils. The interactive nature of the in-service training was shown to affect widespread 'change in teachers' practice. These teachers, involved in experiential in-service, reflected that they intervened more regularly in children's learning. Their engagement in in-service training as learners in problem-solving situations resulted in conceptual shifts in understanding the learning processes their pedagogical transformations could affect. The impact of this changed praxis on pupils' learning in investigational situations was studied after in-service intervention. These findings were compared with the performance of pupils of the same year group carrying out the same investigations before in-service intervention. The more interactive nature of the teachers' changed pedagogy appeared to affect change in the way pupils themselves interacted and learnt from and with each other. Explicitly sharing subjective views through exploratory talk was found to be important to affect learning through social interaction.
Type: Article
Language: en
Keywords: Cognitive development
Keele University Education Department
In-service training
Pupils
Pedagogy
ISSN: 1743727X
17437288
Appears in Collections: Learning in Classrooms, Schools and Communities

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