Constructing and Validating a Science Classroom Analysis Framework Based on Explicit Direct Instruction
Enhancing science education and advancing its high-quality development have become central objectives of educa-tional reform in China's new era.As the primary site for teaching activities,the classroom plays a pivotal role in improving the quality of science instruction and serves as the key entry point for advancing science education.Explicit direct instruction(EDI)emphasizes the delivery of"well-crafted"and"well-taught"lessons,aiming to benefit all students while fostering both deep content understand-ing and the development of higher-order thinking skills.This study adopts EDI as its theoretical lens,identifying its core strategies and teaching behaviors through a comprehensive literature review.Through a two-round Delphi method and trial coding of two sample lessons,the study developed an analytical framework for science classrooms based on EDI principles.Five additional lessons were randomly selected for back-to-back coding,with results demonstrating high inter-rater reliability,thus confirming the framework's feasibility.The framework includes four primary components—cognitive modeling,checking for understanding,scaffold fading,and tiered intervention—along with 17 specific subcategories,including decomposing complex skills,teacher modeling,teacher think-aloud,student think-aloud and so on.This framework offers a novel theoretical perspective and a practical tool for analyzing and eval-uating science classroom teaching,bridging the gap between EDI theory and classroom practice.
Explicit direct instructionClassroom analysis frameworkDelphi methodCognitive modellingScaffold fadingChecking for understandingTiered intervention
万方数据
维普
