Title: Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou
Variant title:
- Teacher feedback on student errors in whole class discourse
Source document: Studia paedagogica. 2019, vol. 24, iss. 3, pp. [131]-149
Extent
[131]-149
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2019-3-6
Stable URL (handle): https://hdl.handle.net/11222.digilib/141582
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Výzkumné šetření se zabývá z působy z pětné vazby v reakci na žákovskou chybu při komunikaci s celou třídou. Zpětná vazba na chybu představuje důležitý moment, který rozhoduje o tom, zda bude chybě věnována další pozornost a jakým z působem bude dále řešena. Cílem studie je tedy popsat podobu z pětné vazby, která na chybu navazuje a dále s ní pracuje. Z hlediska teoretických konceptů je věnována pozornost pojetí chyby v kontextu výuky a práci učitele s žákovskou chybou. Na základě odborného diskurzu je také vzhledem k chybě vymezena tzv. produktivní z pětná vazba. Kvalitativní výzkumné šetření bylo realizováno ve výuce českého jazyka v 9. ročníku základní školy ve čtyřech cíleně vybraných školních třídách. Sběr dat probíhal prostřednictvím pozorování a analyzováno bylo celkem 24 videozáznamů vyučovacích hodin. Jak je z výsledků patrné, ve výuce můžeme identifikovat čtyři typy učitelské z pětné vazby, které se odlišují z hlediska obsažených informací a z působu využití chyby na podporu žákovského učení.
This study examines the possible ways that teachers use to give feedback to their students during whole class communication. Feedback is essential because it determines whether time will be spent on dealing with an error and what method will be used to correct it. The aim of this study was therefore to describe the feedback mechanisms used to react to errors and further work with them. The theoretical part of this study examines the conceptual underpinning of errors from the perspective of teachers' work with student errors. The literature is used to define productive feedback. Qualitative research was carried out in lessons of Czech language and literature taught to four different classes of ninth-grade lower secondary students. Data were gathered through observation, and 24 video recordings of taught lessons were analyzed in total. The results identified four ways of providing feedback that teachers employ that differ in the amount of information that they provide and also in how they make use of errors to support student learning.
References
[1] Asterhan, C. S. C., & Dotan, A. (2018). Feedback that corrects and contrasts students' erroneous solutions with expert ones improves expository instruction for conceptual change. Instructional Science, 46(3), 337–355. | DOI 10.1007/s11251-017-9441-1
[2] Borasi, R. (1994). Capitalizing on errors as "springboards for inquiry": A teaching experiment. Journal for Research in Mathematics Education, 25(2), 166–208. | DOI 10.2307/749507
[3] Bray, W. S. (2011). A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of mathematics. Journal for Researchin Mathematics Education, 42(1), 2–38. | DOI 10.5951/jresematheduc.42.1.0002
[4] Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
[5] Friese, S. (2014). Qualitative data analysis with ATLAS.ti (2nd ed.). Los Angeles: SAGE.
[6] Grassinger, R., & Dresel, M. (2017). Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation. Learning and Individual Differences, 2017(53), 61–68. | DOI 10.1016/j.lindif.2016.11.009
[7] Grassinger, R., Scheunpflug, A., Zeinz, H., & Dresel, M. (2018). Smart is who make slots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement. High Ability Studies, 29(1), 37–49. | DOI 10.1080/13598139.2018.1459294
[8] Hattie, J., & Timerley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. | DOI 10.3102/003465430298487
[9] Chinn, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315–1346. | DOI 10.1080/09500690600621100
[10] Ingram, J., Pitt, A., & Baldry, F. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 17(3), 183–197. | DOI 10.1080/14794802.2015.1098562
[11] Käfer, J., Klieme, E., Kuger, S., & Kunter, M. (2018). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multi level analysis. European Journal of Psychology of Education, 1–23.
[12] Kulhavy, R., & Stock, W. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279–308. | DOI 10.1007/BF01320096
[13] Kulič, V. (1971). Chyba a učení: Funkce chybného výkonu v učení a v jeho řízení. Praha: Státní pedagogické nakladatelství.
[14] Mareš, J., & Křivohlavý, J. (1995). Komunikace ve škole. Brno: Masarykova univerzita.
[15] Margutti, P., & Drew, P. (2014). Positive evaluation of student answers in classroom instruction. Language and Education, 28(5), 436–458. | DOI 10.1080/09500782.2014.898650
[16] Matteucci, M. C., Corazza, M., & Santagata, R. (2015). Learning from errors, or not: An analysis of teachers' beliefs about errors and error-handling strategies through. New York: Nova Science.
[17] Maybin, J., & Tusting, K. (2011). Linguistic ethnography. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (s. 515–528). London: Taylor & Francis.
[18] McMillan, J. H. (2018). Using students' assessment mistakes and learning deficits to enhance motivation and learning. New York: Routledge.
[19] Nekvapil, J., & Havlík, M. (2007). Pojem: Střídání replik v rozhovoru. In P. Karlík & J. Pleskalová, Czech Ency – Nový encyklopedický slovník češtiny. Retrieved from https://www.czechency.org/slovnik/
[20] Ondráková, J. (2014). Chyba a výuka cizích jazyků. Hradec Králové: Gaudeamus.
[21] Oser, F., & Spychiger, M. (2005). Lernen ist schmerzhaft: Zur theorie des negativen wissens und zur praxis der fehlerkultur. Beltz: Julius Beltz GmbH & Co. KG.
[22] Průcha, J., Walterová, E., & Mareš, J. (2003). Pedagogický slovník. Praha: Portál.
[23] Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1–12. | DOI 10.1207/s15326985ep4001_1
[24] Santagata, R. (2004). "Are you joking or are you sleeping?" Cultural beliefs and practices in Italian and U. S. teachers' mistake-handling strategies. Linguistic sand Education, 15(1), 141–164. | DOI 10.1016/j.linged.2004.12.002
[25] Santagata, R. (2005). Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching and Teacher Education, 21(5), 491–508. | DOI 10.1016/j.tate.2005.03.004
[26] Shaw, S., Copland, F., & Snell, J. (Eds.). (2016). An introduction to linguistic ethnography: Interdisciplinary explorations. In Linguistic Ethnography: Interdisciplinary Explorations (s. 1–13). Londýn: SAGE.
[27] Schleppenbach, M., Flevares, L., Sims, L., & Perry, M. (2007). Teachers' responses to student mistakes in Chineseand U. S. mathematics classrooms. The Elementary School Journal, 108(2), 131–147. | DOI 10.1086/525551
[28] Sinclair, J. M. H., & Coulthard, M. (1975). Towards an analysis of discourse: the English used by teachers and pupils. Oxford: Oxford University Press.
[29] Slavík, J. (1999). Hodnocení v současné škole: východiska a nové metody pro praxi. Praha: Portál.
[30] Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38(3), 196–210. | DOI 10.1016/j.cedpsych.2013.03.002
[31] Steuer, G., & Dresel, M. (2015). A constructive error climate as an element of effective learning environments. Psychological Test and Assessment Modelling, 57(2), 262–275.
[32] Šeďová, K., & Švaříček, R. (2012). Feedback in educational communication in Czech secondary schools. Educational Assessment, Evaluation and Accountability, 24(3), 239–261. | DOI 10.1007/s11092-012-9144-8
[33] Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
[34] Šeďová, K., & Šalamounová, Z. (2015). Žákovská participace na komunikaci jako produkt interakcí mezi učitelem a žákem. Lifelong Learning – celoživotní vzdělávání, 5(3), 75–94.
[35] Šeďová, K., Švaříček, R., Sedláček, M., & Šalamounová, Z. (2016). Jak se učitelé učí: Cestou profesního rozvoje k dialogickému vyučování. Brno: Masarykova univerzita.
[36] Ten Have, P. (2007). Doing conversation analysis (2nd ed.). Los Angeles: SAGE.
[37] Tulis, M. (2013). Error management behavior in classrooms: Teachers' responses to student mistakes. Teaching and Teacher Education, 33(5), 56–68. | DOI 10.1016/j.tate.2013.02.003
[38] Tulis, M., Steuer, G., & Dresel, M. (2018). Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning. Educational Psychology, 38(2), 139–158. | DOI 10.1080/01443410.2017.1384536
[39] Tůma, F. (2017). Interakce ve výuce anglického jazyka na vysoké škole pohledem konverzační analýzy. Brno: Masarykova univerzita.
[40] Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology, 17(2), 89–100. | DOI 10.1111/j.1469-7610.1976.tb00381.x
[41] Zander, L., Kreutzmann, M., & Wolter, I. (2014). Constructive handling of mistakes in the classroom: The conjoint power of collaborative networks and self-efficacy beliefs. Zeitschrift fur Erziehungswissenschaft, 17(5), 205–223. | DOI 10.1007/s11618-014-0558-6
[2] Borasi, R. (1994). Capitalizing on errors as "springboards for inquiry": A teaching experiment. Journal for Research in Mathematics Education, 25(2), 166–208. | DOI 10.2307/749507
[3] Bray, W. S. (2011). A collective case study of the influence of teachers' beliefs and knowledge on error-handling practices during class discussion of mathematics. Journal for Researchin Mathematics Education, 42(1), 2–38. | DOI 10.5951/jresematheduc.42.1.0002
[4] Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
[5] Friese, S. (2014). Qualitative data analysis with ATLAS.ti (2nd ed.). Los Angeles: SAGE.
[6] Grassinger, R., & Dresel, M. (2017). Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation. Learning and Individual Differences, 2017(53), 61–68. | DOI 10.1016/j.lindif.2016.11.009
[7] Grassinger, R., Scheunpflug, A., Zeinz, H., & Dresel, M. (2018). Smart is who make slots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement. High Ability Studies, 29(1), 37–49. | DOI 10.1080/13598139.2018.1459294
[8] Hattie, J., & Timerley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. | DOI 10.3102/003465430298487
[9] Chinn, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315–1346. | DOI 10.1080/09500690600621100
[10] Ingram, J., Pitt, A., & Baldry, F. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 17(3), 183–197. | DOI 10.1080/14794802.2015.1098562
[11] Käfer, J., Klieme, E., Kuger, S., & Kunter, M. (2018). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multi level analysis. European Journal of Psychology of Education, 1–23.
[12] Kulhavy, R., & Stock, W. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279–308. | DOI 10.1007/BF01320096
[13] Kulič, V. (1971). Chyba a učení: Funkce chybného výkonu v učení a v jeho řízení. Praha: Státní pedagogické nakladatelství.
[14] Mareš, J., & Křivohlavý, J. (1995). Komunikace ve škole. Brno: Masarykova univerzita.
[15] Margutti, P., & Drew, P. (2014). Positive evaluation of student answers in classroom instruction. Language and Education, 28(5), 436–458. | DOI 10.1080/09500782.2014.898650
[16] Matteucci, M. C., Corazza, M., & Santagata, R. (2015). Learning from errors, or not: An analysis of teachers' beliefs about errors and error-handling strategies through. New York: Nova Science.
[17] Maybin, J., & Tusting, K. (2011). Linguistic ethnography. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (s. 515–528). London: Taylor & Francis.
[18] McMillan, J. H. (2018). Using students' assessment mistakes and learning deficits to enhance motivation and learning. New York: Routledge.
[19] Nekvapil, J., & Havlík, M. (2007). Pojem: Střídání replik v rozhovoru. In P. Karlík & J. Pleskalová, Czech Ency – Nový encyklopedický slovník češtiny. Retrieved from https://www.czechency.org/slovnik/
[20] Ondráková, J. (2014). Chyba a výuka cizích jazyků. Hradec Králové: Gaudeamus.
[21] Oser, F., & Spychiger, M. (2005). Lernen ist schmerzhaft: Zur theorie des negativen wissens und zur praxis der fehlerkultur. Beltz: Julius Beltz GmbH & Co. KG.
[22] Průcha, J., Walterová, E., & Mareš, J. (2003). Pedagogický slovník. Praha: Portál.
[23] Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1–12. | DOI 10.1207/s15326985ep4001_1
[24] Santagata, R. (2004). "Are you joking or are you sleeping?" Cultural beliefs and practices in Italian and U. S. teachers' mistake-handling strategies. Linguistic sand Education, 15(1), 141–164. | DOI 10.1016/j.linged.2004.12.002
[25] Santagata, R. (2005). Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons. Teaching and Teacher Education, 21(5), 491–508. | DOI 10.1016/j.tate.2005.03.004
[26] Shaw, S., Copland, F., & Snell, J. (Eds.). (2016). An introduction to linguistic ethnography: Interdisciplinary explorations. In Linguistic Ethnography: Interdisciplinary Explorations (s. 1–13). Londýn: SAGE.
[27] Schleppenbach, M., Flevares, L., Sims, L., & Perry, M. (2007). Teachers' responses to student mistakes in Chineseand U. S. mathematics classrooms. The Elementary School Journal, 108(2), 131–147. | DOI 10.1086/525551
[28] Sinclair, J. M. H., & Coulthard, M. (1975). Towards an analysis of discourse: the English used by teachers and pupils. Oxford: Oxford University Press.
[29] Slavík, J. (1999). Hodnocení v současné škole: východiska a nové metody pro praxi. Praha: Portál.
[30] Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38(3), 196–210. | DOI 10.1016/j.cedpsych.2013.03.002
[31] Steuer, G., & Dresel, M. (2015). A constructive error climate as an element of effective learning environments. Psychological Test and Assessment Modelling, 57(2), 262–275.
[32] Šeďová, K., & Švaříček, R. (2012). Feedback in educational communication in Czech secondary schools. Educational Assessment, Evaluation and Accountability, 24(3), 239–261. | DOI 10.1007/s11092-012-9144-8
[33] Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
[34] Šeďová, K., & Šalamounová, Z. (2015). Žákovská participace na komunikaci jako produkt interakcí mezi učitelem a žákem. Lifelong Learning – celoživotní vzdělávání, 5(3), 75–94.
[35] Šeďová, K., Švaříček, R., Sedláček, M., & Šalamounová, Z. (2016). Jak se učitelé učí: Cestou profesního rozvoje k dialogickému vyučování. Brno: Masarykova univerzita.
[36] Ten Have, P. (2007). Doing conversation analysis (2nd ed.). Los Angeles: SAGE.
[37] Tulis, M. (2013). Error management behavior in classrooms: Teachers' responses to student mistakes. Teaching and Teacher Education, 33(5), 56–68. | DOI 10.1016/j.tate.2013.02.003
[38] Tulis, M., Steuer, G., & Dresel, M. (2018). Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning. Educational Psychology, 38(2), 139–158. | DOI 10.1080/01443410.2017.1384536
[39] Tůma, F. (2017). Interakce ve výuce anglického jazyka na vysoké škole pohledem konverzační analýzy. Brno: Masarykova univerzita.
[40] Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology, 17(2), 89–100. | DOI 10.1111/j.1469-7610.1976.tb00381.x
[41] Zander, L., Kreutzmann, M., & Wolter, I. (2014). Constructive handling of mistakes in the classroom: The conjoint power of collaborative networks and self-efficacy beliefs. Zeitschrift fur Erziehungswissenschaft, 17(5), 205–223. | DOI 10.1007/s11618-014-0558-6