Teacher guidance to mediate student inquiry through interactive dynamic visualizations

Hsin Yi Chang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

11 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)895-920
頁數26
期刊Instructional Science
41
發行號5
DOIs
出版狀態已發佈 - 2013 9月
對外發佈

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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