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Predicting Learning From Student Experience of Teaching: A Theory of Student Knowledge Construction in Classrooms

University of Canterbury, Aotearoa, New Zealand

Adrienne Alton-Lee

Victoria University of Wellington

This article describes the development of a model of student learning based on analyses of detailed continuous observations and recordings of the classroom experience of individual students in three separate studies of curriculum units in science and social studies in elementary and middle-school classes. The model describes student learning as the creation of specific knowledge constructs. It defines the number of instances and types of relevant experience required for construct generation and the time intervals within which the experiences must occur. Data analysis rules developed from this model were applied to the student experience data and predicted student learning of the individual outcome test items across the three studies involving different curriculum areas, with 80–85% success. Data from interviews and recordings of spontaneous student talk are used to identify the cognitive processing that leads to construct generation.

American Educational Research Journal, Vol. 30, No. 4, 799-840 (1993)
DOI: 10.3102/00028312030004799


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