Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task

In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat versus face-to-face communication on performance within a collaborative computer-supported modeling task. 44 Students from 11th-grade pre-university education, working in dyads, were observed during modeling. Dyads communicated either face-to-face or through a chat tool. Students’ reasoning during modeling was assessed by analyzing verbal protocols. In addition, we assessed the quality of student-built models. Results show that while model quality scores did not differ across both conditions, students communicating through chat compressed their interactions resulting in less time spent on surface reasoning, whereas students who communicated face-to-face spent significantly more time on surface reasoning.     

Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments

The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re-analysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter-individual differences between students' opinions resulted primarily in quick consensus-building activities.     

Integrating computer- and teacher-based scaffolds in science inquiry

Because scaffolding is a crucial form of support for students engaging in complex learning environments, it is important that researchers determine which of the numerous kinds of scaffolding will allow them to educate students most effectively. The existing literature tends to focus on computer-based scaffolding by itself rather than integrating it with teacher support. This study examined students' inquiry learning skills and content knowledge when they utilized a virtual learning environment called Supervolcano: Kikai Caldera. The present study specifically explored how the timing of teacher-based metacognitive scaffolding in combination with different types of computer-based procedural scaffolding affected students’ science inquiry learning. To answer this question, a 2 × 2 factorial design was conducted. One factor examined continuous and faded computer-based procedural scaffolds, and the other factor investigated early and late teacher-based metacognitive scaffolds. Students who received both continuous computer-based procedural scaffolding and early teacher-based metacognitive scaffolding performed best in acquiring scientific inquiry skills. Students using both faded computer-based procedural and early teacher-based metacognitive scaffolding had the worst performance in learning scientific inquiry skills. However, although we applied different types of scaffolding, the results showed no statistically significant difference among the groups' science learning knowledge.     

Trends and issues of regulative support use during inquiry learning: Patterns from three studies

This paper looks across three experimental studies that examined supports designed to assist high-school students (age 15–19) with cognitive regulation of their physics inquiry learning efforts in a technology-enhanced learning environment called Co-Lab. Cognitive regulation involves the recursive processes of planning, monitoring, and evaluation during learning, and is generally thought to enhance learning gains for students. The research synthesis described in this paper examined the usage effects of a support tool called the process coordinator (PC) on learning outcomes. This tool incorporated goal-lists, hints, prompts, cues, and templates to support the cognitive regulation skills of students during a fluid dynamics task. Students were asked to produce two learning outcomes of their investigations: system dynamics models and lab reports. Results from the three studies indicated trends in frequent use of the PC for planning activities, but low usage for monitoring and evaluation. Correlational analysis revealed two trends with regard to how these regulative activities impacted learning outcomes. First, consistent positive correlations were apparent between regulative activities and lab report scores of students and second, consistent negative correlations between the use of supports and model quality scores. Trends with regard to how task complexity, time, and student prior experience impacted these findings are also presented with suggestions for future research.     

WISEngineering: Supporting precollege engineering design and mathematical understanding

Introducing engineering into precollege classroom settings has the potential to facilitate learning of science, technology, engineering, and mathematics (STEM) concepts and to increase interest in STEM careers. Successful engineering design projects in secondary schools require extensive support for both teachers and students. Computer-based learning environments can support both teachers and students to implement and learn from engineering design projects. However, there is a dearth of empirical research on how engineering approaches can augment learning in authentic K-12 settings. This paper presents research on the development and pilot testing of WISEngineering, a new web-based engineering design learning environment. Three middle school units were developed using a knowledge integration learning perspective and a scaffolded, informed engineering approach with the goal of improving understanding of standards-based mathematical concepts and engineering ideas. Seventh grade math students from two teachers in a socioeconomically diverse and low-performing district participated in three WISEngineering units over the course of a semester. Students significantly improved their mathematical scores from pretest to posttest for all three projects and on state standardized tests. Student, teacher, and administrator interviews reveal that WISEngineering projects promoted collaboration, tolerance, and development of pro-social skills among at-risk youth. Results demonstrate that informed engineering design projects facilitated through the WISEngineering computer-based environment can help students learn Common Core mathematical concepts and principles. Additionally, results suggest that WISEngineering projects can be particularly beneficial for at-risk and diverse student populations.     

Scaffolding strategies for supporting middle school students’ online inquiry processes

Online inquiry, use of the Web as an information resource to inquire into science, has become increasingly common in middle schools in recent years. However, prior research has found that middle school students tend to use the Web in a superficial manner. To address the challenges that students face in online inquiry, we designed the Digital IdeaKeeper, a scaffolded software tool to help students engage in online inquiry through support for inquiry planning, information search, analysis, and synthesis. This study examined the differences between regular and IdeaKeeper-supported online inquiry performed by 8 pairs of sixth graders in naturalistic classroom settings. Analysis of 80 screen videos of students’ computer activities and conversations found that IdeaKeeper-supported online inquiry was more integrated, efficient, continuous, metacognitive, and focused. This study has important implications for designing online learning environments for middle school students.     

Comparing the effects of representational tools in collaborative and individual inquiry learning

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one’s domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students’ attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students’ inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulation-based learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students’ inclination to use or not use specific formats.     

Interactive Explanation of Software Systems

This paper describes an effort to provide automated support for the interactive inquiry and explanation process that is at the heart of software understanding. A hypermedia tool called I-Doc allows software engineers to post queries about a software system, and generates focused explanations in response. These explanations are task oriented, i.e., they are sensitive to the software engineering task being performed by the user that led to the query. Task orientation leads to more effective explanations, and is particularly helpful for understanding large software systems. Empirical studies of inquiry episodes were conducted in order to investigate this claim: the kinds of questions users ask, their relation to the user's task and level of expertise. The I-Doc tool is being developed to embody these principles, employing knowledge-based techniques. The presentation mechanism employs World Wide Web (WWW) technology, making it suitable for widespread use.     

Supporting science learning in linguistically diverse classrooms: Factors related to the use of bilingual content in a computer-based learning environment

Computer-based learning environments (CBLEs) are a promising means to support language minority (LMi) students in acquiring knowledge and skills through the integration of authentic support in their home language. This study aimed to determine the use of scientific bilingual content offered to fourth-grade students (n = 250) in the CBLE E-Validiv and to identify both student and classroom characteristics related to this use. All the content in E-Validiv is accessible in the language of instruction and one of six other languages. For LMi students, the other language is set to their home language. Multilevel hierarchical regression analyses show that especially LMi students who assess themselves as highly proficient in their home language use the content more in the other language than language majority students. However, even LMi students focus mainly on content in the language of instruction, which indicates that they particularly apply their home language to support their learning process in the language of instruction. Additionally, students who perform higher on science subjects access content more in the language of instruction. The presence of linguistic diversity in the classroom and the positive use of linguistic diversity by the teacher do not seem to matter. The theoretical and practical implications are discussed.     

Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in science

While simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment WorldMaker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more scientifically inclined one; secondly, the pathways of conceptual change across groups were idiosyncratic and diverse. Respecting students' ideas seriously and providing cognitive perturbation at appropriate junctures of the inquiry process are found to be conducive to fostering conceptual change. In this paper, we will report on the details of the pedagogical approach adopted by the teacher and portray how students' conceptions change during the entire process of model building.     

Learning physics through play in an augmented reality environment

The Learning Physics through Play Project (LPP) engaged 6?C8?year old students (n?=?43) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles behind the LPP curriculum: 1) the use of socio-dramatic, embodied play in the form of participatory modeling to support inquiry; and 2) progressive symbolization within rich semiotic ecologies to help students construct meaning. We then present pre- and post-test results to show that young students were able to develop a conceptual understanding of force, net force, friction and two-dimensional motion after participating in the LPP curriculum. Finally, we present two case studies that illustrate the design principles in action. Taken together the cases show some of the strengths and challenges associated with using augmented reality, embodied play, and a student invented semiotic ecology for scientific inquiry.     

Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction

Teacher educators play an influential role in the chain of improvement needed to address gaps in vocabulary knowledge and performance for some children. If created in careful accordance to design principles, multimedia can serve as a tool to improve preservice teacher knowledge in this domain. The present experimental study investigated a multimedia-based intervention, which pairs a modeling video with a Content Acquisition Podcast (i.e., video plus CAP), to teach preservice teachers (n = 101) about an effective vocabulary intervention for students at risk for or with learning disabilities. Preservice teachers were randomly assigned to either watch a video plus CAP or read a practitioner-friendly reading on vocabulary instruction. Those who watched the video plus CAP significantly outperformed the comparison group on a posttest and maintenance test of knowledge.     

A formative analysis of how preservice teachers learn to use technology

Abstract   A comprehensive, formal comparison of strategies used by preservice teachers to learn how to use new technology has yet to be researched. Understanding the relative strengths and weakness of learning strategies would provide useful guidance to educators and students. The purpose of the current study was to explore the effectiveness of four learning strategies: collaboration, using authentic tasks, formal instruction and exploratory learning. Seventy-four preservice teachers (25 male, 49 female) were surveyed at the beginning and end of an 8-month, consecutive, Bachelor of Education programme, with respect to their learning strategies, change in computer knowledge and use of computers in the classroom. Collaborative learning and use of authentic tasks were the most preferred strategies – formal instruction was the least preferred. A collaborative approach to learning was the best predictor of gains in computer knowledge. Authentic tasks and collaborative strategies were significant predictors of teacher use of computers in the classroom. Preference for authentic tasks was the only predictor of student use of computers. Regardless of strategy preference, selecting more than one primary learning tool was significantly correlated with amount learned and use of the computers in the classroom. Ability was not related to strategy preference. Finally, females preferred collaborative approach to learning, although they were significantly more open to using multiple strategies than males.     

Smart mechanisms and their influence on geometry learning of elementary school students in authentic contexts

With facilitation of advanced technologies, design and application of smart become promising research issues in education. Although it is potential for students to learn geometric in authentic contexts, there were still lack of studies addressing smart learning issue in authentic context for geometry. This study aim to propose an app, called SmartUG, to support students smartly to consolidate geometry understanding and learning through enriching experience of exploring and applying related geometry surrounding. There were four smart mechanisms proposed in SmartUG (direction guidance, learning progress, object recognition and answer feedback) to guide students' measuring and applying geometry smartly and meaningfully in authentic contexts. A total of 83 fifth-grade students participated in this experiment and were divided into three groups, an experimental group that learned with smart mechanisms, a control group that learned without smart mechanisms and a traditional control group that learning with traditional teaching approach. Basically, experimental group outperformed control group and traditional teaching group in term of geometry ability and estimation ability, which means students benefited from proposed SmartUG. Moreover, students showed positive attitude and high intention to use toward SmartUG. Students should be provided more chances to learn geometry smartly in authentic contexts with SmartUG. It is potential to future studies to implement more smart mechanisms to support students learning in authentic contexts. Moreover, the learning system can get smarter and smarter when the learning system gets more and more input data from students' use.     

Using Co-Lab to build System Dynamics models: Students’ actions and on-line tutorial advice

Modeling offers a promising form of constructivist learning for students. By making and executing models of dynamic systems in a computer environment, students are stimulated to learn about the specific domain that is modeled as well as about the process of modeling in general. However, learning by modeling also leads to characteristic student mistakes, based on a combination of faulty domain knowledge and insufficient modeling skills. In this article, we describe a method of generating advice to students during their modeling process. The on-line advice system was informed by our observations of a teacher who gave advice via a textual communication tool to students building models with a System Dynamics model editor. The first version of the on-line advice system was evaluated in two ways: first, three teachers evaluated the advice the system generated for students’ final solutions; second, we analyzed the advice the system provided as it was used by a sample of students who were building a physics model. These evaluations showed that the overall approach, including matching a student solution to a family of reference solutions together with the other mechanisms of the advice system, is valid. However, they also highlighted the difficulty of building ‘intelligent’ support to help students to improve their models and gain modeling expertise. The article concludes with a discussion of our current efforts to improve the advice system based on the lessons learnt, which suggest extension of the range of solution representations and of the operations of the advice method.     

A student-generated web-based oral history project

Abstract  The study examines the affective attitudes and cognitive perceptions toward computer-mediated oral history of students between 11 and 16 years old. The project was established as an independent study project, whereby students collaborated to compile historical information through pre-planned interviews with elders, and then built websites related to an historical topic. The study contributes to an understanding of oral history as a vehicle for authentic historical inquiry and provides a basis for empirical studies of Taiwanese students performing real history tasks with web-based technology. The insights gained in this small study should help teachers design better oral history projects in terms of management, assessment and curriculum design.