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Abstract Title: Using Cogenerative Mediation to Assess an Aspect of Classroom Culture
Abstract: We present results of an action research project showing a class of pre-service elementary teachers (and their instructors) valuing different learning preferences at two different times during one semester of a Physics and Everyday Thinking course. This was observed using a cogenerative mediation process in which participants discussed individual preferences in order to collectively develop classroom goals near the beginning and again near the end of the course. Throughout the semester, instructors made conscious efforts to raise awareness of this aspect of classroom culture.  The data show a shift from passive (lecturing, giving a study guide, offering incentives), to more active preferences (note-taking, organization, opportunistic learning). As a result of the cogenerative process, changes were made to the course in order to facilitate teaching and learning the nature of science, in ways sensitive to everyones preferences. That sensitivity was informed by both academic literature and the specific classroom culture.
Abstract Type: Contributed Poster

Contributed Poster

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Author/Organizer Information

Primary Contact: Natan Samuels
Florida International University, Dept. of Teaching & Learning
11200 SW 8 ST
Miami, FL 33199
Co-Author(s)
and Co-Presenter(s)
Eric Brewe, Florida International University, Department of Teaching & Learning

Laird Kramer, Florida International University, Department of Physics