How Do Openers Contribute to Student Learning?

Autor/inn/en	Zertuche, Amber; Gerard, Libby; Linn, Marcia C.
Titel	How Do Openers Contribute to Student Learning?
Quelle	In: International Electronic Journal of Elementary Education, 5 (2012) 1, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Instructional Design; Learning Activities; Class Activities; Technology Uses in Education; Grade 8; Achievement Gains; Student Participation; Educational Principles; Educational Practices; Formative Evaluation; Science Education; Instructional Effectiveness; Experimental Groups; Control Groups; Web Based Instruction; Inquiry; Navigation (Information Systems); Pretests Posttests; Chemistry; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 08; 8. Schuljahr; Schuljahr 08; Achievement gain; Leistungssteigerung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsprinzip; Bildungspraxis; Naturwissenschaftliche Bildung; Unterrichtserfolg; Web Based Training; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact of teacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in the technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggest design principles for Openers in technology-enhanced instruction. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01