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tandfonline.com – Exploring points of contact between enterprise education and open-ended investigations in science education

Posted on by Troels Gannerup Christensen - Læst 14 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Enterprise education is a policy-driven, cross-curricular phenomenon on many Western countries’ educational agendas. The expectation is that it will be implemented in different school subjects, but bridging enterprise education and different school subjects has proven to be a challenge. This article explores whether and how open-ended investigations in science education in secondary schools can be viewed as a form of enterprise education. We identify several points of contact, illuminating the premises on which enterprise education can be integrated into science education. Thus, the results contribute to the under-researched field of bridging enterprise education with school subjects in secondary education. Link til kilde

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tandfonline.com – Contact to the out-of-hours service among Danish parents of small children – a qualitative interview study

Posted on by Troels Gannerup Christensen - Læst 5 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Contact to the out-of-hours service among Danish parents of small children – a qualitative interview study Link til kilde

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Eric.ed.gov – Teacher-Student Eye Contact during Scaffolding Collaborative Mathematical Problem-Solving

Posted on by Troels Gannerup Christensen - Læst 24 gange

eric.ed.gov har udgivet: Teacher’s gaze communicates consciously and unconsciously her pedagogical priorities to the students. By creating and responding to eye contact initiatives, people can communicate both status and affection. This research explores the frequency of teacher-student eye contacts and their connection to teachers’ scaffolding intentions. The data consisted of mobile gaze tracking recordings of two teachers and stationary classroom videos during three collaborative mathematical problem-solving lessons. The quantitative analysis showed that most of the teacher gazes on student faces did not lead to dyadic eye contacts and those gazes that did, occurred often during affective and cognitive scaffolding. These results offer us novel and important insight in the nonverbal part of scaffolding interaction. Link til kilde