Distinguishing Complex Ideas about Climate Change: Knowledge Integration vs. Specific Guidance

Autor/inn/en	Vitale, Jonathan M.; McBride, Elizabeth; Linn, Marcia C.
Titel	Distinguishing Complex Ideas about Climate Change: Knowledge Integration vs. Specific Guidance
Quelle	In: International Journal of Science Education, 38 (2016) 9, S.1548-1569 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1198969
Schlagwörter	Climate; Change; Comparative Analysis; Science Instruction; Units of Study; Essays; Guidance; Pretests Posttests; Correlation; Scores; Inquiry; Teaching Methods; Accuracy; Middle School Students; Computer Assisted Instruction; Middle School Teachers; Statistical Analysis; Grade 6 + Suchen Sie Ihr Suchwort? Klima; Wandel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Essay; Aufsatzunterricht; Beratung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Computer based training; Computerunterstützter Unterricht; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Statistische Analyse; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	We compared two forms of automated guidance to support students' understanding of climate change in an online inquiry science unit. For "specific" guidance, we directly communicated ideas that were missing or misrepresented in student responses. For "knowledge integration" guidance, we provided hints or suggestions to motivate learners to analyze features of their response and seek more information. We guided both student-constructed energy flow diagrams and short essays at total of five times across an approximately week-long curriculum unit. Our results indicate that while "specific" guidance typically produced larger accuracy gains on responses within the curriculum unit, "knowledge integration" guidance produced stronger outcomes on a novel essay at posttest. Closer analysis revealed an association between the time spent revisiting a visualization and posttest scores on this summary essay, only for those students in the "knowledge integration" condition. We discuss how these gains in knowledge integration extend laboratory results related to "desirable difficulties" and show how autonomous inquiry can be fostered through automated guidance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01