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When implementing the Next Generation Science Standards, it is challenging for teachers to support students on inquiry practices; technological tools are a good solution to help inform teachers’ pedagogical practices. In this study, we developed actionable, evidence-based Teacher Inquiry Practice Supports (TIPS) that are presented as fine-grained real-time alerts within the teacher dashboard Inq-Blotter. These TIPS aid teachers in providing detailed support to students in order to scaffold students’ specific inquiry difficulties on the practices.
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Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry.
Educational technologies, such as teacher dashboards, are being developed to support teachers’ instruction and students’ learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotter teacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students’ inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students’ inquiry improved after receiving teachers’ help, elicited by the Inq-Blotter alerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry.
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- Award ID(s):
- 1902647
- PAR ID:
- 10309044
- Date Published:
- Journal Name:
- Journal of learning analytics
- Volume:
- 8
- Issue:
- 2
- ISSN:
- 1929-7750
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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When implementing the Next Generation Science Standards, it is challenging for teachers to support students on inquiry practices; technological tools are a good solution to help inform teachers’ pedagogical practices. In this study, we developed actionable, evidence-based Teacher Inquiry Practice Supports (TIPS) that are presented as fine-grained real-time alerts within the teacher dashboard Inq-Blotter. These TIPS aid teachers in providing detailed support to students in order to scaffold students’ specific inquiry difficulties on the practices.more » « less
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Instructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not. This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies. Findings indicate that teachers most likely to adopt reform‐based instructional practices from the PD were those who clearly connected student learning to their instructional moves. In addition, teachers who more actively attended to student sensemaking and productive struggle took up pedagogies from the PD more substantively than did colleagues who attended solely to student engagement and affect. Finally, teachers who attended to and valued novel ideas from students’ lived experiences were more likely to change their beliefs about students’ capacity to learn science, and thus more likely to see the value of instructional practices from the PD. In sum, structuring PD to build on these specific teacher noticing skills can encourage more teachers to move away from traditional, teacher‐directed instructional practice, and more fully support reform‐based instructional practices.more » « less
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Abstract BackgroundWith the increasing popularity of distance education, how to engage students in online inquiry‐based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just‐in‐time instruction based on students' real‐time science practices. ObjectivesThe goal of this research is to investigate the impact of a non‐centralized remote lab on students' cognitive and behavioural engagement. MethodsA mixed‐methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non‐centralized model of remote inquiry that can enact more interactive hands‐on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses. Results and ConclusionsWe found approximate synchronizations between student–teacher–lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real‐time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels. Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just‐in‐time instruction. ImplicationsTelelab offers a model of remote labs 2.0 that can be easily customized to live stream hands‐on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry‐based laboratories online.more » « less
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Langran, E.; Christensen, P.; Sanson, J. (Ed.)Prior to COVID-19 and the shift to fully online instruction, teacher preparation programs were teaching candidates to use technology in the classroom, but they were not focusing on how to teach in exclusively online or hybrid models. In the future, all preservice teachers will need to know how to teach online, whether due to necessity or by choice. Therefore, the purpose of our research is to first identify essential elements of critical digital pedagogy for facilitating online inquiry, and then to integrate these methods into our teacher preparation program to prepare preservice teachers to facilitate inquiry-based science, technology, and mathematics (STEM) effectively in online learning environments that are equitable and inclusive of all learners. We utilize a mixed-methods approach with quantitative and qualitative measures including literature reviews, individual interviews, focus groups, program documents, and efficacy surveys. Drawing on this data, this presentation shares the findings from the first part of this three-year research project by discussing essential elements of critical digital pedagogy for facilitating online STEM inquiry. We identify what tools and instructional approaches can be used to support STEM learning in online environments in ways that will support all students, including those who are traditionally marginalized in U.S. schools.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.18608/jla.2021.7153
