FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2896730422> ?p ?o ?g. }

• W2896730422 abstract "Author(s): King Chen, Jennifer | Advisor(s): Linn, Marcia F | Abstract: Science education reform efforts stress the importance of engaging students in authentic inquiry practices to promote the development of self-sufficient and independent learning skills. Independent learners are able to accurately evaluate their own understanding and make informed decisions that can productively advance their learning. The ability to assess one’s own thinking to identify and address weaknesses or gaps in understanding is especially critical for successful learning, during which new information must be integrated with existing prior ideas, experiences and knowledge. The design-based research discussed in this dissertation investigates the impact of an inquiry instructional model that utilizes explanation and reflection as metacognitive learning scaffolds to promote more reflective and self-directed independent learning through choice-making. A choice-based inquiry instructional model allows for more flexible instruction by offering customizable, student-determined inquiry paths that can adapt to and provide support for learners with different starting levels of prior knowledge and experiences. The dissertation consists of two separate but intersecting components. The first section of the document details my research work on the iterative design, development, pilot testing and refinement of Investigating Seasons, a web-based online inquiry curriculum unit for high school students. Seasons incorporates multiple dynamic visualizations and extensive instructional scaffolding to support students in collecting, evaluating, making sense of and integrating their diverse ideas for explaining seasonal temperature changes. Dynamic visualizations embedded within the curriculum function as critical learning opportunities for students to encounter important normative ideas and test their pre-existing beliefs. Supporting instructional scaffolds promoting explanation and reflection encourage students to monitor, evaluate and refine their changing repertoire of ideas as they proceed through the unit. Carefully designed curricular materials can help to guide students in reconciling their ideas from multiple sources towards formulating a more coherent and normative explanation for seasons. In addition, the use of instructional technologies such as dynamic visualizations (i.e., student-driven scientific models designed for learning) can provide students with interactive opportunities for conducting “hands-on” inquiry investigations that encourage the reflection upon and revision of conceptual understandings. The second part of the dissertation presents the collective findings from two classroom comparison studies (choice versus no-choice) that I conducted to investigate the effect of a learner-directed, choice-guided model of inquiry on students’ conceptual learning and understanding about the seasons. Both studies were implemented using the iteratively refined Investigating Seasons curriculum unit and visualizations. Study results indicate that the two conditions benefited equally from instruction, regardless of condition. However, a consistent trend was seen of students in the choice group exhibiting possibly greater learning benefits across a number of different outcome measures (this trend was not observed for the no-choice students). These study findings, taken together with the known motivational and affective advantages of choice already documented in the literature, provide a promising indication of the instructional value of choice for supporting students in pursuing reflective, independent and unique inquiry learning trajectories." @default.
• W2896730422 created "2018-10-26" @default.
• W2896730422 creator A5030406909 @default.
• W2896730422 date "2016-01-01" @default.
• W2896730422 modified "2023-09-27" @default.
• W2896730422 title "Designing Technology-Enhanced Science Inquiry Instruction to Scaffold Student Choice Through Explanation and Reflection" @default.
• W2896730422 cites W11016049 @default.
• W2896730422 cites W1112772565 @default.
• W2896730422 cites W1242650386 @default.
• W2896730422 cites W1536085466 @default.
• W2896730422 cites W1562208008 @default.
• W2896730422 cites W1571763980 @default.
• W2896730422 cites W1574046838 @default.
• W2896730422 cites W1574714809 @default.
• W2896730422 cites W1590295719 @default.
• W2896730422 cites W1620084432 @default.
• W2896730422 cites W1667459439 @default.
• W2896730422 cites W1680329380 @default.
• W2896730422 cites W1792550766 @default.
• W2896730422 cites W1903964690 @default.
• W2896730422 cites W1936290004 @default.
• W2896730422 cites W1964338078 @default.
• W2896730422 cites W1964459817 @default.
• W2896730422 cites W1965646521 @default.
• W2896730422 cites W1968732144 @default.
• W2896730422 cites W1968859137 @default.
• W2896730422 cites W1970209023 @default.
• W2896730422 cites W1976624787 @default.
• W2896730422 cites W1978453832 @default.
• W2896730422 cites W1979775541 @default.
• W2896730422 cites W1985854633 @default.
• W2896730422 cites W1986902484 @default.
• W2896730422 cites W1989748540 @default.
• W2896730422 cites W1992865818 @default.
• W2896730422 cites W1993238593 @default.
• W2896730422 cites W1994701398 @default.
• W2896730422 cites W1996043224 @default.
• W2896730422 cites W1997210479 @default.
• W2896730422 cites W1999126247 @default.
• W2896730422 cites W1999626445 @default.
• W2896730422 cites W2003561014 @default.
• W2896730422 cites W2003875785 @default.
• W2896730422 cites W2004599511 @default.
• W2896730422 cites W2007375327 @default.
• W2896730422 cites W2009816677 @default.
• W2896730422 cites W2009906053 @default.
• W2896730422 cites W2016310005 @default.
• W2896730422 cites W2018689505 @default.
• W2896730422 cites W2018943357 @default.
• W2896730422 cites W2022041506 @default.
• W2896730422 cites W2022709163 @default.
• W2896730422 cites W2023180340 @default.
• W2896730422 cites W2027525087 @default.
• W2896730422 cites W2027890252 @default.
• W2896730422 cites W2028421054 @default.
• W2896730422 cites W2029165215 @default.
• W2896730422 cites W2029930609 @default.
• W2896730422 cites W2030715173 @default.
• W2896730422 cites W2031885725 @default.
• W2896730422 cites W2034637247 @default.
• W2896730422 cites W2034670831 @default.
• W2896730422 cites W2035261094 @default.
• W2896730422 cites W2036942355 @default.
• W2896730422 cites W2037358413 @default.
• W2896730422 cites W2038163320 @default.
• W2896730422 cites W2038252642 @default.
• W2896730422 cites W2039394652 @default.
• W2896730422 cites W2041271369 @default.
• W2896730422 cites W2048431936 @default.
• W2896730422 cites W2048841426 @default.
• W2896730422 cites W2049173082 @default.
• W2896730422 cites W2049428829 @default.
• W2896730422 cites W2052033074 @default.
• W2896730422 cites W2058371103 @default.
• W2896730422 cites W2063211102 @default.
• W2896730422 cites W2064874336 @default.
• W2896730422 cites W2065721903 @default.
• W2896730422 cites W2067856006 @default.
• W2896730422 cites W2069281564 @default.
• W2896730422 cites W2069440765 @default.
• W2896730422 cites W2070130938 @default.
• W2896730422 cites W2071892601 @default.
• W2896730422 cites W2072059287 @default.
• W2896730422 cites W2077111155 @default.
• W2896730422 cites W2081525905 @default.
• W2896730422 cites W2083397049 @default.
• W2896730422 cites W2084217552 @default.
• W2896730422 cites W2085970532 @default.
• W2896730422 cites W2087107422 @default.
• W2896730422 cites W2090268593 @default.
• W2896730422 cites W2090912502 @default.
• W2896730422 cites W2092581386 @default.
• W2896730422 cites W2093950336 @default.
• W2896730422 cites W2097049926 @default.
• W2896730422 cites W2097715335 @default.
• W2896730422 cites W2099670889 @default.
• W2896730422 cites W2102099172 @default.
• W2896730422 cites W2102309240 @default.
• W2896730422 cites W2104264329 @default.
• W2896730422 cites W2104279103 @default.

• next