Real-Time Scaffolding of Students’ Online Data Interpretation During Inquiry with Inq-ITS Using Educational Data Mining

Gobert, Janice D.; Moussavi, Raha; Li, Haiying; Pedro, Michael São; Dickler, Rachel

doi:10.1007/978-3-319-76935-6_8

Cited by 21 publications

(30 citation statements)

References 51 publications

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“…A number of the collections mentioned above offer this kind of learning support for online laboratories in the form of additional material, exercises, assignments, tutorials, tests, and so forth. Only a few online lab providers offer interactive apps (scaffolds) for learning (e.g., Inq-ITS; see Gobert et al 2018 ). Two online systems offer online labs embedded in online learning resources, interactive scaffolding tools, and authoring facilities for teachers so that they can build their own learning environments that integrate online labs.…”

Section: Engagement In Stem Learning: Inquiry Learning and Online Labmentioning

confidence: 99%

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Jong

Gillet

Rodríguez‐Triana

et al. 2021

Education Tech Research Dev

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Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

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Section: Engagement In Stem Learning: Inquiry Learning and Online Labmentioning

confidence: 99%

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Jong

Gillet

Rodríguez‐Triana

et al. 2021

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…The combination of labs, scaffolds, and multimedia materials in what are called inquiry learning spaces (ILSs) that follow a (configurable) inquiry cycle means that ILSs enable the combination of online labs with all types of guidance mentioned in this section. Still, other repositories (e.g., Inq‐ITS; Gobert, Moussavi, Li, Sao Pedro, & Dickler, ) offer a (much more limited) set of online labs with an integrated set of highly adaptive tools.…”

Section: Combining Inquiry With (Technology‐based) Pedagogical Guidancementioning

confidence: 99%

“…Science classroom inquiry simulations (Peffer, Beckler, Schunn, Renken, & Revak, ) have been claimed to customize prompts for conclusions based on students' choice and justification of hypotheses. Gobert et al () presented Inq‐ITS, a system in which students receive adaptive prompts based on an automatic analysis of their inquiry skills using the “detectors” described above.…”

Section: The Next Steps In Technology‐based Guidance Of the Inquiry Pmentioning

confidence: 99%

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Jong

2019

Computer Assisted Learning

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What is the best approach to educating students is, evidently, the pivotal question in educational research. In the general debate on this question, clear positions are often taken―for example, whether teacher‐led instruction or more student‐directed approaches should be followed. In the current narrative review, this central question and the different stances taken are explored for a specific field of learning, STEM (science, technology, engineering, and mathematics) domains. The current article starts with an argument as to why the traditional, more directive teacher‐led educational approach to STEM learning may not always lead to deep conceptual knowledge and proposes exploring more engaged forms of learning. More specifically, a particular arrangement for engaged learning, inquiry learning, is taken as an example in this exploration. It is argued that the effects of educational methods are influenced by a multitude of (interacting) factors related to student and teacher characteristics, context, domain, frequency of use, timing, and probably more. Therefore, this article tries to outline a more nuanced and balanced stance towards choosing educational approaches. A picture is presented to show that adopting and combining different approaches, at both the lesson and the curricular levels, may be necessary to reach optimal levels of learning. Existing and upcoming technologies may play a decisive role in realizing this more complex, but also more realistic view of learning in STEM.

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“…Teachers often struggle to decide when and how to guide students, as difficulties can be unpredictable and vary extensively from individual to individual (Gobert et al, 2018). Without proper support, the full realization of the NGSS can be extremely difficult for teachers in terms of meeting the needs of all students.…”

Section: Real-time Feedback and Alertingmentioning

confidence: 99%

“…In other words, within the simulated environments, students can engage in the science inquiry practices outlined in the NGSS. The use of computer-based simulations can prevent expenses involved in scoring hands-on labs, reduce learning time, and enable the collection of detailed logs of student–computer interactions (Gobert, Moussavi, Li, Sao Pedro, & Dickler, 2018). Detailed logs include both event logs, such as key clicks, and text logs, such as written responses (Li, Gobert, & Dickler, 2018).…”

Section: Introductionmentioning

confidence: 99%

Advanced Educational Technology for Science Inquiry Assessment

Gobert

Graesser

et al. 2018

Policy Insights from the Behavioral and Brain Sciences

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Real-Time Scaffolding of Students’ Online Data Interpretation During Inquiry with Inq-ITS Using Educational Data Mining

Cited by 21 publications

References 51 publications

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

Advanced Educational Technology for Science Inquiry Assessment

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