Reflecting on Class Talks in Online Science Classes and Fostering Scientific Creativity
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Students asking questions during class is a major factor in improving their scientific creativity. This is especially important in online class settings, where labs are limited, making teacher-student interactions central. To better understand how to develop students' questioning and interaction skills during class, we need to analyze class discourses. In this respect, action research, which is a type of case study approach, can help teachers reflect on their classes and explore practical ways to improve their teaching skills. In this research, three online class sessions were recorded to analyze the teacher- student interactions. After each class, I met with the teacher, who reflected on the session and explored ways to enhance students’ scientific creativity.
Abstract
Students asking questions during class is a major factor in improving their scientific creativity. This is especially important in online class settings, where labs are limited, making teacher-student interactions central. To better understand how to develop students' questioning and interaction skills during class, we need to analyze class discourses. In this respect, action research, which is a type of case study approach, can help teachers reflect on their classes and explore practical ways to improve their teaching skills. In this research, three online class sessions were recorded to analyze the teacher- student interactions. After each class, I met with the teacher, who reflected on the session and explored ways to enhance students’ scientific creativity.