Promoting Collaboration and Theoretical Coherence in Teaching and Learning: Case of Neuroscience-Framed Learning Study

• In Event: AERA Poster Session 13
  In Poster Session: Lesson Study SIG: Classroom Insights Poster Session

Abstract

The idea of teachers collaborating to improve the quality of classroom instruction has long been a tenet of research in lesson and learning studies. To this end, we utilized a learning study approach (variant of lesson study) to support teachers’ novel application of contemporary neuroscience information to guide their pedagogy. The teachers had opportunities to read and discuss neuroscience research, and collaboratively designed and taught lessons based on insights that emerged. We employed a phenomenographic analysis to construct descriptions of the teachers’ learning experiences. Significantly, the teachers developed understandings of the cognitive architecture underlying functions like learning and memory, which supported the identification and explanation of how their pedagogical actions were consistent with human biology. Implications will be discussed.

Authors

• Yuen Sze Michelle Tan, The University of British Columbia

• Joshua Johnstone Amiel