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Conference Paper: Student, teacher and researcher perspectives on self-Study and knowledge building

TitleStudent, teacher and researcher perspectives on self-Study and knowledge building
Authors
KeywordsEDUCATION
Issue Date2003
PublisherAmerican Educational Research Association. The Journal's web site is located at http://www.aera.net/Default.aspx?id=26
Citation
The 2003 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL., 21-25 April 2003. How to Cite?
AbstractAn interpretative style was employed in reporting teacher and students’ action in a context of teaching and learning in an urban high school in Canada, with a teacher of 30 years of experience, in a grade 11 Physics class. Student and teacher interviews, student discussions in the database, videotapes of special events and artefacts of the poster presentation were the main data sources. Two narratives were constructed for the perspectives of an average student and a high school physics teacher within the project that took place. These narratives were used to provide a detailed description of what happened in the class; it describes the beliefs of students and the teacher about the role of a learner, the role of a teacher and their learning/teaching goals. These findings are discussed in terms of (1) the difficulties of initiating and sustaining new knowledge building strategies when students are satisfied with the existing practices and other sociocultural factors that tend to preserve the existing pattern. (2) the importance of the researcher’s role in helping the teacher to make sense of what is happening in his/her own class which facilitate sustainability and continuation of the innovation.
DescriptionPaper presented at the structured poster symposium of the AERA 2003 Annual Meeting
Theme: Probing individual, social, and cultural aspects of knowledge building
Persistent Identifierhttp://hdl.handle.net/10722/57622
ISSN

 

DC FieldValueLanguage
dc.contributor.authorJayasundera, K-
dc.contributor.authorvan Aalst, J-
dc.date.accessioned2010-04-30T10:11:22Z-
dc.date.available2010-04-30T10:11:22Z-
dc.date.issued2003-
dc.identifier.citationThe 2003 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL., 21-25 April 2003.en_HK
dc.identifier.issn0163-9676-
dc.identifier.urihttp://hdl.handle.net/10722/57622-
dc.descriptionPaper presented at the structured poster symposium of the AERA 2003 Annual Meeting-
dc.descriptionTheme: Probing individual, social, and cultural aspects of knowledge building-
dc.description.abstractAn interpretative style was employed in reporting teacher and students’ action in a context of teaching and learning in an urban high school in Canada, with a teacher of 30 years of experience, in a grade 11 Physics class. Student and teacher interviews, student discussions in the database, videotapes of special events and artefacts of the poster presentation were the main data sources. Two narratives were constructed for the perspectives of an average student and a high school physics teacher within the project that took place. These narratives were used to provide a detailed description of what happened in the class; it describes the beliefs of students and the teacher about the role of a learner, the role of a teacher and their learning/teaching goals. These findings are discussed in terms of (1) the difficulties of initiating and sustaining new knowledge building strategies when students are satisfied with the existing practices and other sociocultural factors that tend to preserve the existing pattern. (2) the importance of the researcher’s role in helping the teacher to make sense of what is happening in his/her own class which facilitate sustainability and continuation of the innovation.en_HK
dc.description.sponsorshipThis work is supported by a grant from the Social Sciences and Humanities Research Council of Canada to the second author and Marlene Scardamalia. (Grant 410-2000-0998).-
dc.language.isoengen_HK
dc.publisherAmerican Educational Research Association. The Journal's web site is located at http://www.aera.net/Default.aspx?id=26en_HK
dc.relation.ispartofAmerican Educational Research Association Annual Meeting Program-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsAmerican Educational Research Association. Annual Meeting Program. Copyright © American Educational Research Association.-
dc.subjectEDUCATIONen_HK
dc.titleStudent, teacher and researcher perspectives on self-Study and knowledge buildingen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailvan Aalst, J: vanaalst@hkucc.hku.hk-
dc.description.naturepostprinten_HK

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