Fostering Teachers' Contingent Responsiveness in Dialogic Science Teaching With Mixed-Reality Simulation Technology: A Design-Based Study

• In Event: Marriott Roundtable Session Six
  In Roundtable Session: Online and Equitable Simulated Teacher Professional Development (Table 4)

Abstract

Dialogic science teaching requires teachers to respond to the dynamic flow of student talk in the moment. This situation-dependent skill is defined as contingent responsiveness (CR). Little is known about how to support teachers in developing CR. This study used a design-based research (DBR) method to co-design technology-enhanced professional development with teachers in Pakistan, incorporating mixed-reality simulation technology (Mursion). Epistemic network analysis (ENA) revealed a significant shift in teachers’ response patterns, indicating the effectiveness of this programme. Mechanisms that led to CR were also uncovered using systematic conjecture mapping. This study achieved the dual goals of DBR, simultaneously producing usable knowledge and advancing learning theory, uncovering ‘how innovation works’ to enhance its adaptability, sustainability, and potential for scalability.

Authors

• Lydia Cao, Harvard University
  Presenting Author

• Rupert Wegerif, University of Cambridge
  Presenting Author

• Sara Hennessy, University of Cambridge
  Presenting Author