Teacher Guidance to Mediate Student Inquiry through Interactive Dynamic Visualizations

Autor/in	Chang, Hsin-Yi
Titel	Teacher Guidance to Mediate Student Inquiry through Interactive Dynamic Visualizations
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 41 (2013) 5, S.895-920 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-012-9257-y
Schlagwörter	Science Instruction; Teaching Methods; Visualization; Electronic Learning; Guidance; Teaching Styles; Outcomes of Education; Pretesting; Regression (Statistics); Educational Strategies; Interaction + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Beratung; Lehrstil; Unterrichtsstil; Lernleistung; Schulerfolg; Vortest; Regression; Regressionsanalyse; Lehrstrategie; Interaktion
Abstract	The purpose of this study is to investigate how three teachers guided their students to learn science using interactive dynamic visualizations incorporated in an inquiry digital unit. The results show that the teachers' guidance varied in frequency, occasion, and content type. Each teacher demonstrated a different instructional approach in terms of the two dimensions of facilitating versus informing, and responsive, norm-revealing inquiry guidance versus planned, meaning-defining inquiry guidance. The study illustrates the range of inquiry instruction supporting learning with interactive dynamic visualizations. Moreover, the teacher effect was significant on the students' learning outcomes when instructional time and the students' pre-test scores were controlled using a multiple regression model. Effective teaching strategies that augment students' integrated understanding of science phenomena through interactive dynamic visualizations are discussed based on the association between teaching effects and learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10