By William H. Schmidt
Characterizing Pedagogical Flow provides conclusions from a multi-disciplinary, multi-national study undertaking mixing quantitative and qualitative techniques via a discourse technique. The paintings produced photographs of arithmetic and technological know-how schooling that have been dramatically diverse for every of the nations concerned: France, Japan, Norway, Spain, Switzerland, and the us. to provide an explanation for those alterations, it's proposed that the interplay of curriculum and pedagogy is culturally certain and yields school room studying reports which are qualitatively various from state to state. this concept has profound implications for the way overseas schooling learn is interpreted.
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Extra info for Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in Six Countries
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There was variation in all facets — topic, developmental, and cognitive complexity. Topic complexity variation was apparent both in emphasis given commonly intended topics and in emphasis given to topics not commonly intended. Developmental complexity variation was obvious by different patterns in topic sequence and inclusion in the curriculum across the years of schooling. Cognitive complexity variation was revealed by relative emphasis on different performance expectations, that is, on what students were expected to be able to do.
The TIMSS curriculum frameworks); (4) an enhanced national–context sensitive way to develop and validate survey instruments; and (5) a new way of looking at what goes on in classrooms. The SMSO outcomes itemized above illustrate the benefits that can be derived from mixing large- and small-scale approaches, and from blending qualitative and quantitative methodologies. The smaller, more in-depth activities can serve as a resource or “creative workshop” for the large-scale, cross- 24 Chapter 1: Investigating the Story of Curriculum and Pedagogy national study.
The exercise involved measuring the temperature of ice as it melted and the temperature of water as it was heated to the boiling point. The teacher asks students for reasons explaining their results. A student draws a temperature graph on the board. Together the teacher and her students discuss the shape of the graph around the melting and boiling points and possible sources of error. Other students draw similar graphs using their own previously collected data. The teacher concludes this part of the lesson by explaining the relationship between temperature and energy as illustrated in the lab exercise.