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Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education
In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pu...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2017
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5334571/ https://www.ncbi.nlm.nih.gov/pubmed/28316578 http://dx.doi.org/10.3389/fpsyg.2017.00299 |
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author | Geveke, Carla H. Steenbeek, Henderien W. Doornenbal, Jeannette M. Van Geert, Paul L. C. |
author_facet | Geveke, Carla H. Steenbeek, Henderien W. Doornenbal, Jeannette M. Van Geert, Paul L. C. |
author_sort | Geveke, Carla H. |
collection | PubMed |
description | In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained. |
format | Online Article Text |
id | pubmed-5334571 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-53345712017-03-17 Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education Geveke, Carla H. Steenbeek, Henderien W. Doornenbal, Jeannette M. Van Geert, Paul L. C. Front Psychol Psychology In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained. Frontiers Media S.A. 2017-03-03 /pmc/articles/PMC5334571/ /pubmed/28316578 http://dx.doi.org/10.3389/fpsyg.2017.00299 Text en Copyright © 2017 Geveke, Steenbeek, Doornenbal and Van Geert. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Geveke, Carla H. Steenbeek, Henderien W. Doornenbal, Jeannette M. Van Geert, Paul L. C. Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education |
title | Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education |
title_full | Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education |
title_fullStr | Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education |
title_full_unstemmed | Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education |
title_short | Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education |
title_sort | attractor states in teaching and learning processes: a study of out-of-school science education |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5334571/ https://www.ncbi.nlm.nih.gov/pubmed/28316578 http://dx.doi.org/10.3389/fpsyg.2017.00299 |
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