Pub Date : 2024-08-09DOI: 10.1007/s11251-024-09676-6
M. Macedo-Rouet, G. Saux, A. Potocki, E. Dujardin, Y. Dyoniziak, J. Pylouster, J.-F Rouet, Mônica Macedo-Rouet
{"title":"Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course","authors":"M. Macedo-Rouet, G. Saux, A. Potocki, E. Dujardin, Y. Dyoniziak, J. Pylouster, J.-F Rouet, Mônica Macedo-Rouet","doi":"10.1007/s11251-024-09676-6","DOIUrl":"https://doi.org/10.1007/s11251-024-09676-6","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-09DOI: 10.1007/s11251-024-09677-5
Yuliya Ardasheva, Sarah N. Newcomer, Yun-Ju Hsiao, Shannon M. Calderone
{"title":"Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approaches","authors":"Yuliya Ardasheva, Sarah N. Newcomer, Yun-Ju Hsiao, Shannon M. Calderone","doi":"10.1007/s11251-024-09677-5","DOIUrl":"https://doi.org/10.1007/s11251-024-09677-5","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1007/s11251-024-09671-x
Nadja M. Gentner, Lisa Respondek, Tina Seufert
In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up course work over a period of eight weeks. All students’ learning journals included prompts for a short-term period, half of the students were prompted long-term. While self-efficacy was assessed via self-reports, strategy use was measured with self-reports and qualitative data from the learning journals. Learning outcomes were assessed via course exams. Short-term prompting increased self-reported cognitive and metacognitive strategy use, and the quantity of cognitive strategy use. Yet, it did not affect self-efficacy, which predicted the learning outcome. Irrespective whether prompting continued or not, self-reported cognitive and metacognitive strategy use, and self-efficacy decreased. Qualitative data indicate that the quantity of learners’ cognitive strategy use kept stable irrespective of the condition. The results indicate that short-term prompting activates cognitive and metacognitive strategy use. Long-term prompting in learning journals had no effect on strategy use, self-efficacy, and performance. Future research should investigate possible enhancers of long-term prompting like feedback, adaptive prompts or additional support.
{"title":"Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes","authors":"Nadja M. Gentner, Lisa Respondek, Tina Seufert","doi":"10.1007/s11251-024-09671-x","DOIUrl":"https://doi.org/10.1007/s11251-024-09671-x","url":null,"abstract":"<p>In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up course work over a period of eight weeks. All students’ learning journals included prompts for a short-term period, half of the students were prompted long-term. While self-efficacy was assessed via self-reports, strategy use was measured with self-reports and qualitative data from the learning journals. Learning outcomes were assessed via course exams. Short-term prompting increased self-reported cognitive and metacognitive strategy use, and the quantity of cognitive strategy use. Yet, it did not affect self-efficacy, which predicted the learning outcome. Irrespective whether prompting continued or not, self-reported cognitive and metacognitive strategy use, and self-efficacy decreased. Qualitative data indicate that the quantity of learners’ cognitive strategy use kept stable irrespective of the condition. The results indicate that short-term prompting activates cognitive and metacognitive strategy use. Long-term prompting in learning journals had no effect on strategy use, self-efficacy, and performance. Future research should investigate possible enhancers of long-term prompting like feedback, adaptive prompts or additional support.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1007/s11251-024-09674-8
Ashlyn Pierson, D. Teo Keifert, Bethany Daniel, Sarah Lee, Tessaly Jen, Adam Bell, Heather Johnson, Rachel Askew, Andrea Henrie
In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999–1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what it means to learn and participate in disciplines). In this study, we describe a professional development (PD) design initially intended to support equitable science teaching and learning by focusing on representations. This initial framing did not distinguish between conceptions of equity-as-access versus equity-as-transformation. As a result, the PD did not provide facilitators or teachers with resources for ideological sensemaking towards equity-as-transformation. Catalyzed by teachers’ request for PD focused on multilingual learners (MLs), we noticed aspects of our design that offered only images of equity-as-access. In response, we designed activities for teachers that offered space and resources for considering equity-as-transformation. As a case study (Yin (2014) Case study research: design and methods, SAGE) using interaction analysis (Jordan and Henderson (1995) J Learn Sci 4:39–103) of PD videos, we describe how we PD activities and facilitation strategies to integrate transformative conceptualizations of equity. These findings have implications for both research and practice. In terms of research, they demonstrate the importance of using multiple lenses to consider equity in science classrooms. In terms of practice, they underscore the importance of providing teachers with opportunities to explicitly connect new perspectives of equity with day-to-day experiences of classroom teaching.
在本文中,我们研究了研究人员和教师在一个多年期专业发展项目中如何转变他们的公平概念。根据(Grapin et al (2023) Sci Educ 107:999-1032),我们的分析立足于两个跨领域的公平概念:公平即获取(学习者应该有机会获取学科知识、实践和职业道路)和公平即转变(学习者应该转变学习和参与学科的意义)。在本研究中,我们介绍了一种专业发展(PD)设计,其最初目的是通过关注表征来支持公平的科学教学。最初的设计并没有区分 "公平即获取 "与 "公平即转化 "的概念。因此,PD 并没有为主持人或教师提供资源,帮助他们在思想上形成 "公平即变革 "的意识。在教师们要求以多语言学习者(MLs)为重点的教学设计的推动下,我们注意到我们的设计只提供了公平即机会的形象。为此,我们为教师设计了一些活动,为他们提供了考虑公平即变革的空间和资源。作为一项案例研究(Yin (2014),《案例研究:设计与方法》,SAGE),我们使用互动分析法(Jordan and Henderson (1995) J Learn Sci 4:39-103)对教学视频进行了分析,描述了我们如何通过教学活动和促进策略来整合变革性的公平概念。这些发现对研究和实践都有影响。在研究方面,它们证明了在科学课堂上使用多种视角来考虑公平问题的重要性。在实践方面,它们强调了为教师提供机会,将新的公平观点与日常课堂教学经验明确联系起来的重要性。
{"title":"Designing to support equity-as-transformation perspectives for multilingual science learners","authors":"Ashlyn Pierson, D. Teo Keifert, Bethany Daniel, Sarah Lee, Tessaly Jen, Adam Bell, Heather Johnson, Rachel Askew, Andrea Henrie","doi":"10.1007/s11251-024-09674-8","DOIUrl":"https://doi.org/10.1007/s11251-024-09674-8","url":null,"abstract":"<p>In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999–1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary knowledge, practices, and career paths) and equity-as-transformation (learners should transform what it means to learn and participate in disciplines). In this study, we describe a professional development (PD) design initially intended to support equitable science teaching and learning by focusing on representations. This initial framing did not distinguish between conceptions of equity-as-access versus equity-as-transformation. As a result, the PD did not provide facilitators or teachers with resources for ideological sensemaking towards equity-as-transformation. Catalyzed by teachers’ request for PD focused on multilingual learners (MLs), we noticed aspects of our design that offered only images of equity-as-access. In response, we designed activities for teachers that offered space and resources for considering equity-as-transformation. As a case study (Yin (2014) Case study research: design and methods, SAGE) using interaction analysis (Jordan and Henderson (1995) J Learn Sci 4:39–103) of PD videos, we describe how we PD activities and facilitation strategies to integrate transformative conceptualizations of equity. These findings have implications for both research and practice. In terms of research, they demonstrate the importance of using multiple lenses to consider equity in science classrooms. In terms of practice, they underscore the importance of providing teachers with opportunities to explicitly connect new perspectives of equity with day-to-day experiences of classroom teaching.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141743947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.1007/s11251-024-09672-w
Guluzar Eymur, P. Cetin
{"title":"Investigating the role of an inquiry-based science lab on students’ scientific literacy","authors":"Guluzar Eymur, P. Cetin","doi":"10.1007/s11251-024-09672-w","DOIUrl":"https://doi.org/10.1007/s11251-024-09672-w","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.1007/s11251-024-09673-9
Phillip A. Boda, Shruti Bathia, Libby Gerard, Marcia C. Linn
Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively.
图形技术和学习科学教学法的进步有可能为学生探索描述科学、技术、工程和数学(STEM)多个学科主题动态关系的复杂系统提供公平支持。我们报告了在研究实践合作项目(RPP)中设计的科学单元所产生的累积影响,这些单元利用知识整合(KI)教学法,支持初中学生将见解归纳到新的图形表示法和科学主题中。11 所学校的教师将图形科学单元纳入了他们的课程计划。我们分析了约 8000 份对经过验证且可靠的图形科学 KI 评估项目的回复,这些评估项目分别在第一年之前以及与 KI 教学法相匹配的一年、两年或三年教学之后进行。通过随机系数、多层次、混合效应回归模型,我们分析了图形科学 KI 教学一年、两年和三年后的成绩。我们还分析了子群体(即多语言学习者)的成长轨迹。数据表明,需要两年的图形科学 KI 教学才能对学生的学习产生显著影响,并能改善母语流利程度不同的学生之间的差距。这些结果说明了技术增强型、与教学相一致的 K-12 科学教学的价值,这种教学旨在支持将不同的图表数据与科学知识全面、累积地联系起来。
{"title":"Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science","authors":"Phillip A. Boda, Shruti Bathia, Libby Gerard, Marcia C. Linn","doi":"10.1007/s11251-024-09673-9","DOIUrl":"https://doi.org/10.1007/s11251-024-09673-9","url":null,"abstract":"<p>Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-12DOI: 10.1007/s11251-024-09670-y
Katharina Loibl, Timo Leuders
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instruction may support students to integrate their intermediate knowledge (acquired during problem solving) with the newly introduced knowledge components. While these effects have been shown for learning the concept of variance in multiple studies, it remains unclear whether these effects generalize to other situations. We conducted a conceptual replication study of Loibl and Rummel (Loibl and Rummel, Learning and Instruction 34:74–85, 2014a) choosing Bayesian reasoning as target knowledge. 75 students were assigned to four conditions in a 2 × 2 design (factor 1: PS-I vs. I-PS; factor 2: instruction phase with vs. without typical student solutions). In contrast to Loibl and Rummel (2014a), we did neither find a main effect for PS-I vs. I-PS, nor for building on typical student solutions. The missing effect of PS-I can be explained by the fact that students merely activated their prior knowledge on probabilities without exploring the problem-solving space and without becoming aware of their knowledge gaps. The missing effect of building on typical student solutions can be explained by a mismatch of the solutions generated and the ones included in the explicit instruction. Therefore, building on typical student solutions did not foster an integration of students’ intermediate knowledge and the introduced knowledge components.
{"title":"Can failure be made productive also in Bayesian reasoning? A conceptual replication study","authors":"Katharina Loibl, Timo Leuders","doi":"10.1007/s11251-024-09670-y","DOIUrl":"https://doi.org/10.1007/s11251-024-09670-y","url":null,"abstract":"<p>The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instruction may support students to integrate their intermediate knowledge (acquired during problem solving) with the newly introduced knowledge components. While these effects have been shown for learning the concept of variance in multiple studies, it remains unclear whether these effects generalize to other situations. We conducted a conceptual replication study of Loibl and Rummel (Loibl and Rummel, Learning and Instruction 34:74–85, 2014a) choosing Bayesian reasoning as target knowledge. 75 students were assigned to four conditions in a 2 × 2 design (factor 1: PS-I vs. I-PS; factor 2: instruction phase with vs. without typical student solutions). In contrast to Loibl and Rummel (2014a), we did neither find a main effect for PS-I vs. I-PS, nor for building on typical student solutions. The missing effect of PS-I can be explained by the fact that students merely activated their prior knowledge on probabilities without exploring the problem-solving space and without becoming aware of their knowledge gaps. The missing effect of building on typical student solutions can be explained by a mismatch of the solutions generated and the ones included in the explicit instruction. Therefore, building on typical student solutions did not foster an integration of students’ intermediate knowledge and the introduced knowledge components.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-28DOI: 10.1007/s11251-024-09668-6
Xiaojuan Ke, Kristie J. Newton
Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.
{"title":"English learners learn from worked example comparison in algebra","authors":"Xiaojuan Ke, Kristie J. Newton","doi":"10.1007/s11251-024-09668-6","DOIUrl":"https://doi.org/10.1007/s11251-024-09668-6","url":null,"abstract":"<p>Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning in an ESOL (English to Speakers of Other Languages) context. It investigated a novel instructional approach to help English Learners (ELs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking). Findings suggest that MLS-WEPs not only enhanced ELs’ ability to solve algebra problems, but it also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts. Moreover, when controlling for ELs’ prior knowledge, the effectiveness of the MLS-WEPs intervention for performing and explaining calculations did not vary by their English proficiency.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141551644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.1007/s11251-024-09667-7
Wenli Chen, Qianru Lyu, Junzhu Su
Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.
同伴反馈被广泛应用于支持同伴学习,越来越多的研究指出,反馈的特点直接影响其学习效益。然而,现有的同伴反馈研究对真实课堂中小组层面的同伴反馈活动的洞察力有限。本研究在新加坡一所中学的社会学课堂上开展了小组级同伴反馈活动。14组学生(男=61,女=61)在计算机支持的合作论证活动中参与了小组级同伴反馈。收集了学生的合作论证和同伴反馈。进行了配对样本 t 检验,以比较各组在同伴反馈活动前后的论证表现。对内容进行定性分析,以确定进步大的小组和进步小的小组在给予和接受同伴反馈时的认知和情感特征。通过比较两个学生群体的特征网络,发现了同伴反馈的有效做法。结果表明,除了发现问题和提出一般性建议外,学生小组在提供和接受同伴反馈时,具体解决方案起着关键作用。此外,从整体论证层面提供同伴反馈比从单词或证据层面提供同伴反馈更有益处。在接受反馈时,对冲的使用比缓解语言更能促进小组的进步。这些发现凸显了小组层面同伴反馈活动中同伴反馈的重要特征,为真实课堂中小组层面同伴反馈活动的设计和指导提供了启示。
{"title":"How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study","authors":"Wenli Chen, Qianru Lyu, Junzhu Su","doi":"10.1007/s11251-024-09667-7","DOIUrl":"https://doi.org/10.1007/s11251-024-09667-7","url":null,"abstract":"<p>Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (<i>N</i> = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141255330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.1007/s11251-024-09669-5
Baruch B. Schwarz, Udi Tsemach, Mirit Israeli, E. Nir
{"title":"Actor-network theory as a new direction in research on educational dialogues","authors":"Baruch B. Schwarz, Udi Tsemach, Mirit Israeli, E. Nir","doi":"10.1007/s11251-024-09669-5","DOIUrl":"https://doi.org/10.1007/s11251-024-09669-5","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}