Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/903
Title: Designing Interactive Scaffolds to Support Teacher--Led Inquiry of Complex Systems Concepts
Authors: Danish, Joshua A.
Saleh, Asmalina
Andrade, Luis A.
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Danish, J. A., Saleh, A., & Andrade, L. A. (2013). Designing Interactive Scaffolds to Support Teacher--Led Inquiry of Complex Systems Concepts. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.) (2013). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 - Short papers, Panels, Posters, Demos & Community Events. International Society of the Learning Sciences. pp. 241-242.
Abstract: This study examined the design of interactive scaffolds to support teacher-led inquiry into complex systems concepts. The goal was to both develop a brief instructional unit with minimal resource requirements, and to examine students' initial understanding of complex systems concepts based on this unit. Early elementary students (aged six to seven) were randomly assigned to six mixed-ability groups of five students (N=30) who participated either in a scaffolded, teacher-led inquiry session with the BeeSign simulation software or a teacher-led book reading session, both centered on honeybees collecting nectar. Statistical analysis of a direct measure and transfer measures indicated that while students in both conditions developed initial understanding of systems related concepts, those in the BeeSign inquiry condition significantly outperformed their peers. Video analyses reveal that designing the simulation around teacher-scaffolded inquiry prompts led to more student articulations of their ideas and opportunities to examine prior misconceptions.
URI: https://doi.dx.org/10.22318/cscl2013.V2-241-242
https://repository.isls.org/handle/1/903
Appears in Collections:CSCL 2013

Files in This Item:
File SizeFormat 
V2-241-242.pdf218.05 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.