This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology.
Thus, using TTMC items affords teachers access to results of this literature for uncovering students' pre-instructional understanding and reasoning about the phenomena or concepts.
Pressing concerns for research, therefore, are to detail students' progressively sophisticated ways of reasoning and instructional design heuristics that can facilitate this process.
They then use short video clips and student work from their PSC lessons to collaboratively analyze student reasoning and instructional practices in workshops 2 and 3 (see Fig. 1).
Borko et al. (2011b) suggested that leaders of mathematics PD need to be especially well versed in three central facilitation practices: (1) engaging teachers in productive mathematical work, (2) leading discussions about student reasoning and instructional practices, and (3) building a professional learning community.
During the development of the PSC and TLP models, a significant portion of time was devoted to TLs looking through the available video and identifying clips likely to foster rich conversations about student reasoning and instructional practices, with the assistance of the TLP leaders.
The framework, first used at the classroom level in mathematics (Stein, Engle, Smith, & Hughes, 2008; Smith & Stein, 2011), identifies approaches to the preparation and facilitation of video-based PD during which student reasoning and teachers' instructional practices are examined.
If instructors expect that students will have productive conceptual resources for learning biology (p-prims), they may be inclined to look for them in student reasoning and to employ instructional strategies that help students find and build from those resources (Hammer, 2000).
Subsequently, the article shows how self-explanation has recently been investigated in medicine as an instructional strategy to support students׳ clinical reasoning.
Example-based learning is an instructional method that can help foster clinical reasoning by providing learners with examples of clinical cases and their management [ 4, 5].
