Computational models as tools for supporting responsive teaching

Hillary Swanson, LuEttaMae Lawrence, Jared Arnell, Bonni Jones, Bruce Sherin and Uri Wilensky

Behaviour and Information Technology, 2025, vol. 44, issue 5, 1035-1052

Abstract: It is widely agreed that science instruction should help students build new knowledge on the foundation of their prior knowledge. Responsive teaching refers to a family of teaching strategies that pursue and build on student ideas. We introduce a particular approach to responsive teaching and examine how it can be supported by the use of computational models. We analyse an 8th grade science teacher’s facilitation of a class discussion near the end of a lesson on sound. We present a moment-by-moment characterisation of her responsive teaching moves, highlighting the ways she used a computational model to help students articulate and examine their thinking. Our findings make empirical contributions to literature concerned with responsive teaching and literature concerned with the role of computational models in constructivist approaches to instruction.

Date: 2025
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DOI: 10.1080/0144929X.2024.2377385

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