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Stability of teaching patterns in physics instruction: Findings from a video study
ARTICLE

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Learning and Instruction Volume 16, Number 3, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The study investigated variant and invariant physics teaching patterns across time and topics. It is assumed that the analysis perspective is decisive for identifying variant and invariant teaching patterns. Therefore, we focused on three perspectives: (1) organisation of activities, (2) quality of teacher–student interactions, and (3) students' perception of learning conditions. The design included three lessons of two topics (13 classes×2 topics×3 lessons) that were videotaped in each class. The findings indicate variants in teaching for the organisation of activities. Invariants were identified for teacher–student interactions and the students' perception of learning conditions.

Citation

Seidel, T. & Prenzel, M. (2006). Stability of teaching patterns in physics instruction: Findings from a video study. Learning and Instruction, 16(3), 228-240. Elsevier Ltd. Retrieved May 20, 2019 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2006.03.002

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