Scientific Inquiry Learning with a Simulation: Providing Within-Task Guidance Tailored to Learners' Understanding and Inquiry Skill

Autor/inn/en	Fukuda, Mari; Hajian, Shiva; Jain, Misha; Liu, Arita L.; Obaid, Teeba; Nesbit, John C.; Winne, Philip H.
Titel	Scientific Inquiry Learning with a Simulation: Providing Within-Task Guidance Tailored to Learners' Understanding and Inquiry Skill
Quelle	In: International Journal of Science Education, 44 (2022) 6, S.1021-1043 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fukuda, Mari) ORCID (Hajian, Shiva) ORCID (Jain, Misha) ORCID (Liu, Arita L.) ORCID (Obaid, Teeba) ORCID (Nesbit, John C.) ORCID (Winne, Philip H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2062799
Schlagwörter	Inquiry; Science Instruction; Tutors; Tutoring; Interaction; Simulation; Undergraduate Students; Scientific Concepts; Energy; Doctoral Students; Guidance; Science Process Skills + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Interaktion; Simulation program; Simulationsprogramm; Energie; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Beratung
Abstract	In scientific inquiry learning, within-task guidance tailored to the learner's domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors adapted guidance. We found tutors provided five types of guidance: prompts, support for domain knowledge, assessments, hints, and feedback. Guidance was provided when learners made errors, expressed difficulties, or asked questions; or when the tutor judged a learner successfully demonstrated a skill and was ready to progress to a follow-on skill. Based on these results, we propose a model for tailored, just-in-time guidance in simulation-assisted inquiry learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01