Trigger High-Level Responses From Students: Reflective Prompts in STEM Cooperative Learning

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-2 - Roundtable: Research on Instructional Strategies for Science Learning

Abstract

This study focuses on the interactive discourses in STEM cooperative learning, aims to reveal the relationship between teacher’s reflective prompts and students’ responses. A STEM teacher and 93 7th grade students in Shanghai participated in the study. We have collected 106 pairs of discourses and encoded them into different types and levels. Using Chi-square test and correspondence analysis method, the study revealed that: (a) A high-level prompt is more likely to trigger a high-level response. (b) A specific reflective prompt is more likely to trigger a certain level or type of response as we can see from the corresponding analysis graph. (c) The more students respond to one prompt, the higher-level students might show in their responses.

Authors

• Xinzi Dai, East China Normal University

• Xinning Pei, East China Normal University

• Junfeng Zhu

• Nan Zhao, East China Normal University

• Xinhong Qiao, East China Normal University

• Lu Huang, East China Normal University

• Ying Li, East China Normal University

• Danxuan Qiao, East China Normal University

• Meilin Chen, East China Normal University