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|Title:||Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction|
Linn, Marcia C.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Ryoo, K. & Linn, M. C. (2014). Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1585-1586.|
|Abstract:||This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance.|
|Appears in Collections:||ICLS2014|
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