Designing automated guidance for concept diagrams in inquiry instruction

Ryoo, Kihyun; Linn, Marcia C.

doi:10.1002/tea.21321

Cited by 19 publications

(14 citation statements)

References 85 publications

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“…Other studies also demonstrate the benefit of combining automated scoring with KI guidance in helping students learn difficult concepts, such as kinematics, mitosis, and photosynthesis. (Gerard et al in press;Ryoo and Linn 2014). For example, in our Global Climate Change unit, a chemical reactions prompt asks students to explain how the products of a hydrocarbon reaction (methane) contribute to climate change (Gerard et al in press).…”

Section: Discussionmentioning

confidence: 97%

“…For example, we have compared typical teacher guidance to computer-based guidance, compared direct guidance to specific guidance, etc. (Gerard et al in press;Ryoo and Linn 2014). Other researchers have also explored the value of such comparisons (Butcher and Jordan, 2010;Kluger and DeNisi 1996).…”

Section: Limitation Of the Studymentioning

confidence: 96%

“…Prior studies distinguish KI guidance from both specific guidance (Ryoo and Linn 2014) and general encouragement-e.g., ''please reread the question'' (Gerard and Linn 2013). KI guidance does not provide students with the right answer but does focus them on distinguishing among viable alternative ideas.…”

Section: Knowledge Integration Guidancementioning

confidence: 99%

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Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting

2015

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Middle school students struggle to explain thermodynamics concepts. In this study, to help students succeed, we use a natural language processing program to analyze their essays explaining the aspects of thermodynamics and provide guidance based on the automated score. The 346 sixth-grade students were assigned to either the critique condition where they criticized an explanation or the revisit condition where they reviewed visualizations. Within each condition, the student was assigned one of two types of tailored guidance based on the sophistication of their original essay. Both forms of guidance led to significant improvement in student understanding on the posttest. Guidance was more effective for students with low prior knowledge than for those with high prior knowledge (consistent with regression toward the mean). However, analysis of student responses to the guidance illustrates the value of aligning guidance with prior knowledge. All students were required to revise their essay as an embedded assessment. While effective, teachers involved in this study reported that revising is resisted by students and does not align with typical, vocabulary-focused classroom writing activities.

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Section: Discussionmentioning

confidence: 97%

Section: Limitation Of the Studymentioning

confidence: 96%

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Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting

2015

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“…To help ELs and non‐ELs develop an integrated understanding of energy and matter flows in life science, we partnered with seventh‐grade science teachers and an ESL teacher to revise inquiry instruction in an open‐source, online learning environment, Web‐based Inquiry Science Environment (WISE; http://wise.berkeley.edu), which was demonstrated to be effective in previous research (e.g., Ryoo & Linn, ). The unit consisted of six inquiry activities aligned with the KI framework, each of which presented 7–19 steps to help students make connections among various matter and energy concepts during photosynthesis and cellular respiration, including how energy from the sun is transferred through light, what plants do with energy from the sun, how plants make food, what plants do with food they create, and how animals receive energy to live.…”

Section: Methodsmentioning

confidence: 99%

The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science

Ryoo

Bedell

2017

J Res Sci Teach

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Although extensive research has shown the educational value of different types of interactive visualizations on students’ science learning in general, how such technologies can contribute to English learners’ (ELs) understanding of complex scientific concepts has not been sufficiently explored to date. This mixed‐methods study investigated how interactive dynamic and static visualizations embedded in web‐based inquiry instruction can support ELs and non‐ELs in developing a coherent understanding of energy and matter transformations in life science. A total of 331 seventh‐grade ELs and non‐ELs were randomly assigned to a dynamic or a static visualization condition. During inquiry instruction, students in the dynamic group explored interactive dynamic visualizations of energy and matter transformations; students in the static group explored static, yet otherwise equivalent, interactive visualizations. The results show that, while both forms of visualizations were beneficial for students, dynamic visualizations had significant advantages for improving all students’ understanding of the target concepts. Our analyses of video data revealed that ELs and non‐ELs in the dynamic condition engaged in more talk turns to interpret the scientific phenomena using both visual and textual representations, whereas ELs and non‐ELs in the static condition appeared to rely on textual information to obtain new ideas about the scientific phenomena from the visualization. Compared to the static group, students in the dynamic group also more successfully evaluated and consolidated a range of ideas to develop coherent scientific explanations using evidence from the visualization. This study provides evidence that interactive dynamic visualizations have promise for supporting science learning for all students, including ELs who are often underserved in mainstream science classrooms. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 10: 1274–1301, 2017

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“…To further distinguish what features and conditions make self-monitoring guidance most effective, further studies are needed that focus on the impacts of different kinds of self-monitoring guidance on students' learning. Designers may take advantage of rich logged data to investigate nuanced self-monitoring practices, such as revisiting prior evidence (Ryoo & Linn, 2014), goal selection (Azevedo, Moos, Johnson, & Chauncey, 2010), error detection (Mathan & Koedinger, 2005) and changing variable settings to iterate on the design of experiments within simulation environments (Sao Pedro, Baker, Gobert, Montalvto, & Nakama, 2013). (2) How can guidance be made valuable to students of all levels of knowledge and ability?…”

Section: Future Questionsmentioning

confidence: 99%

Automated, adaptive guidance for K-12 education

Gerard

Matuk

McElhaney

et al. 2015

Educational Research Review

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A B S T R A C TThis paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance.

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Designing automated guidance for concept diagrams in inquiry instruction

Cited by 19 publications

References 85 publications

Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting

Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting

The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science

Automated, adaptive guidance for K-12 education

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