NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1039445
Record Type: Journal
Publication Date: 2013-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: ISSN-0020-4277
Teacher Guidance to Mediate Student Inquiry through Interactive Dynamic Visualizations
Chang, Hsin-Yi
Instructional Science: An International Journal of the Learning Sciences, v41 n5 p895-920 Sep 2013
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A