Elementary Students' Explanation of Variation of Traits and Teacher's Feedback Using an Online Embedded Assessment Tool

Autor/inn/en	Ibourk, Amal; Kendrick, Michelle
Titel	Elementary Students' Explanation of Variation of Traits and Teacher's Feedback Using an Online Embedded Assessment Tool
Quelle	In: International Journal of Science Education, 43 (2021) 8, S.1173-1192 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ibourk, Amal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1903618
Schlagwörter	Elementary School Students; Web Based Instruction; Science Instruction; Inquiry; Active Learning; Elementary School Science; Elementary School Teachers; Scaffolding (Teaching Technique); Feedback (Response); Student Reaction; Student Evaluation; Grade 5 + Suchen Sie Ihr Suchwort? Web Based Training; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerkritik; Schulnote; Studentische Bewertung; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Although extensive research has shown the important educational value of technology-enhanced online units on students' science learning, few studies have looked at upper elementary students' knowledge integration in a web-based inquiry science environment (WISE). This case study investigates how upper-elementary students responded to an online prompt, in an embedded assessment tool, to construct a scientific explanation around the variation of traits in their class and how a teacher provided feedback to encourage student discourse. Our findings show that students were able to identify which traits were more common in their class; however, they struggled with making a connection between variation of traits and inheritance of traits when analyzing data from their pie chart. Additionally, we show that an upper-elementary teacher used an embedded assessment tool to scaffold the iterative process of learning and feedback that occurs in an online platform that leverages learning technologies by engaging in high-level discourse moves. We suggest that teachers' use of embedded assessments in a technology-enhanced environment can encourage student self-reflection and support teachers in making evidence-based instructional decisions as well as provide immediate feedback along the way, which is a key support when students are not participating in traditional face-to-face classroom environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01