Automated Guidance for Student Inquiry

Autor/inn/en	Gerard, Libby F.; Ryoo, Kihyun; McElhaney, Kevin W.; Liu, Ou Lydia; Rafferty, Anna N.; Linn, Marcia C.
Titel	Automated Guidance for Student Inquiry
Quelle	In: Journal of Educational Psychology, 108 (2016) 1, S.60-81 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000052
Schlagwörter	Automation; Scoring; Guidance; Inquiry; Active Learning; Essays; Visual Aids; Freehand Drawing; Pretests Posttests; Interviews; Comparative Analysis; Instructional Effectiveness; Middle School Students; Middle School Teachers; Grade 7; Grade 8; Science Instruction; Outcomes of Education; Statistical Analysis; Computer Uses in Education; Individualized Instruction; Web Based Instruction + Suchen Sie Ihr Suchwort? Bewertung; Beratung; Aktives Lernen; Essay; Aufsatzunterricht; Anschauungsmaterial; Drawing; Zeichnen; Interviewing; Interviewtechnik; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Statistische Analyse; Computernutzung; Individualisierender Unterricht; Web Based Training
Abstract	In 4 classroom experiments we investigated uses for technologies that automatically score student generated essays, concept diagrams, and drawings in inquiry curricula. We used the automatic scores to assign typical and research-based guidance and studied the impact of the guidance on student progress. Seven teachers and their 897 students participated. We documented the impact of guidance using pretests, embedded assessments, posttests, logged computer interaction data, and student and teacher interviews. We compared guidance designed to promote knowledge integration to 3 alternatives typically used in middle school classrooms. The knowledge integration guidance was more effective than generic guidance and specific guidance, and as effective as guidance designed by experienced teachers who also participated in professional development that emphasized knowledge integration. Results suggest that using automatic scores to assign knowledge integration guidance can provide an inquiry teaching partner: this guidance helps students use evidence to sort out ideas and can free teachers to support students who need extra help. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01