首页 | 本学科首页   官方微博 | 高级检索  
     检索      


An evolving framework for describing student engagement in classroom activities
Authors:Flávio S Azevedo  Andrea A diSessa  Bruce L Sherin
Institution:1. Teacher Education and Curriculum Studies, School of Education, University of Massachusetts, Amherst, 813 North Pleasant Street, Amherst, MA 01003-9308, USA;2. Graduate School of Education, University of California, Berkeley, USA;3. School of Education and Social Policy, Northwestern University, USA
Abstract:Student engagement in classroom activities is usually described as a function of factors such as human needs, affect, intention, motivation, interests, identity, and others. We take a different approach and develop a framework that models classroom engagement as a function of students’ conceptual competence in the specific content (e.g., the mathematics of motion) of an activity. The framework uses a spatial metaphor—i.e., the classroom activity as a territory through which students move—as a way to both capture common engagement-related dynamics and as a communicative device. In this formulation, then, students’ engaged participation can be understood in terms of the nature of the “regions” and overall “topography” of the activity territory, and how much student movement such a territory affords. We offer the framework not in competition with other instructional design approaches, but rather as an additional tool to aid in the analysis and conduct of engaging classroom activities.
Keywords:Student engagement  Domain-specific conceptual competence  Participation  Tools for teachers  Mathematics  Science
本文献已被 ScienceDirect 等数据库收录!
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号