How the tutors teach
Teaching frameworks
An AIPLA tutor does not have a single fixed teaching style. It can be configured to follow a teaching framework — a documented approach from education research, describing what a teacher does turn by turn.
Each framework is held as structured data rather than as a hidden prompt: the individual teaching moves, what the tutor is told to avoid, and the published study each comes from. That makes the tutor's behaviour reviewable by people who are not engineers — teachers, education researchers, and anyone assessing whether this is a reasonable thing to put in front of students.
The library is being built out in collaboration with the University of Copenhagen's physics education researchers. Frameworks are listed here from the point they have a place in the library, including those whose content is still being written — showing an empty slot is more honest than showing nothing.
| Framework | Status | Source |
|---|---|---|
| 5E Model — learning cycle | Drafted, in review | Tanner, K. D. (2010). Order Matters: Using the 5E Model to Align Teaching with How People Learn. CBE—Life Sciences Education, 9(3), 159–164. doi:10.1187/cbe.10-06-0082 |
| Accountable Talk | Drafted, in review | Michaels, S., O'Connor, M. C., Hall, M. W., with Resnick, L. B. Accountable Talk® Sourcebook: For Classroom Conversation That Works. Institute for Learning, University of Pittsburgh. |
| Authentic Dialogue — dialogic teaching | Drafted, in review | Dysthe, O. (1996). The Multivoiced Classroom: Interactions of Writing and Classroom Discourse. Written Communication, 13(3), 385–425. |
| Claim-Evidence-Reasoning (CER) | Drafted, in review | McNeill, K. L. & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In J. Luft, R. L. Bell & J. Gess-Newsome (Eds.), Science as Inquiry in the Secondary Setting. NSTA Press. |
| ESRU — informal formative assessment cycle | Drafted, in review | Ruiz-Primo, M. A. & Furtak, E. M. (2007). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84. doi:10.1002/tea.20163 |
| Predict-Observe-Explain (POE) | Drafted, in review | Liew, C.-W. & Treagust, D. F. (1998). The Effectiveness of Predict-Observe-Explain Tasks in Diagnosing Students' Understanding of Science and in Identifying Their Levels of Achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, 13–17 April 1998. ERIC ED420715. |
| Toulmin Argumentation Model | Drafted, in review | Erduran, S., Simon, S. & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse. Science Education, 88(6), 915–933. doi:10.1002/sce.20012 |
7 of 7 frameworks currently have their teaching moves written.
What a framework changes
A tutor with no framework behaves as it always has. When a teacher or researcher assigns one, the framework's moves are added to the tutor's instructions for that activity — so the same underlying tutor can run a lesson as one approach or another, and the difference can be studied rather than assumed.
Related
- Content status
- Provisional
- Maintained by
- AIPLA project team
- Last reviewed