Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations

Rotem Abdu*, Benzi Slakmon

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Computer simulations are considered efficient in supporting exploratory learning. This paper highlights instruction challenges and undesirable consequences on student learning in exploratory learning with computer simulations in classroom situations. A classroom with students who explore using simulations contains ideas explicated on several communicative channels. We use the professional noticing paradigm to demonstrate how a teacher’s ability to listen to students’ thinking via a brief encounter in real classroom setups can yield misconstrued interpretation of students’ activity and impede learning. We present a case study where a teacher listens to students’ thinking in building a model with a dynamic mathematics environment. We show how the teacher’s response exacerbated those local confusions in ways that compromised the lesson’s goals. We reflect on how the lesson’s design influenced these outcomes and survey technology and activity developments to support teachers’ noticing.

Original languageEnglish
Pages (from-to)1-21
Number of pages21
JournalComputers in the Schools
Volume40
Issue number1
DOIs
StatePublished - 2023

Keywords

  • Exploratory learning
  • computer simulations
  • erroneous narratives
  • noticing

Fingerprint

Dive into the research topics of 'Teachers’ Noticing of Unpredictable Narratives in Collaborative Learning with Computer Simulations'. Together they form a unique fingerprint.

Cite this