Eliciting Learner Knowledge: Enabling Focused Practice through an Open-Source Online Tool
Name
behavsci-12-00324-v2.pdf
Size
660.18 KB
Format
Adobe PDF
Checksum (MD5)
1ccbd6c2ca3389a69ff4c0d5efd8d6f8
Author(s)
Thompson, Meredith
Leonard, Griffin
Mikeska, Jamie N.
Lottero-Perdue, Pamela S.
Maltese, Adam V.
Pereira, Giancarlo
Hillaire, Garron
Waldron, Rick
Slama, Rachel
Reich, Justin
Date Issued
September 7, 2022
Publisher
Multidisciplinary Digital Publishing Institute
Citation
Behavioral Sciences 12 (9): 324 (2022)
Version
Final published version
Abstract
Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a “teacher” and a PST playing a “student” where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students’ knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs’ perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students’ perspectives through using ELK.
MIT Department
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.3390/bs12090324
