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Abstract: Abstract This study investigated the role of co-teaching in the development of students’ mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ (N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teaching condition included 70 students in three classes with mathematics taught by pairs of teachers, while the solo-teaching condition included 76 students in four classes with mathematics taught by individual class teachers. The design included three repeated measures of mathematics self-concept and interest as well as pre- and post-measures of mathematics test performance and teacher-rated mathematics grades. A series of latent growth curve analyses showed both self-concept and individual interest to decline over time, and these changes to be strongly correlated: as self-concept decreased, so did interest, and vice versa. The changes in self-concept and interest were independent of prior achievement and did not predict later achievement either. Students in the co-taught group received better grades at the end of the year, but no differences in the development of self-concept and individual interest were found between the teaching conditions. That is, co-teaching contributed to improvement in mathematics achievement, but this was not mediated by changes in mathematics motivation. PubDate: 2024-08-22
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Abstract: Abstract Digital learning games have been increasingly adopted in classrooms to facilitate learning and to promote learning outcomes. Contrary to common beliefs, many digital learning games can be more effective for female students than male students in terms of learning and affective outcomes. However, the in-game learning mechanisms that explain these differences remain unclear. In the current study, we re-analyze three retrospective data sets drawn from three studies conducted in different years. These data sets, which involved 213, 197, and 287 students, were collected from a digital learning game that teaches late elementary and middle school students decimal concepts. We re-analyzed these data sets to understand how female and male students differ in the rates of gaming the system, a behavioral measure that reflects a form of disengagement while playing the game. Rates of gaming the system are compared between female and male students within each of the game’s two core instructional activities (i.e. problem-solving and self-explanation) as well as tested in a game vs. non-game condition. We found that female students game the system significantly less than male students in the self-explanation step in the game condition, in all three studies. This difference in the rates of gaming mediates the relationship between gender and learning outcomes, a pattern in which female students tend to learn more than male students, across all three studies. These results suggest that future design iterations of the game could focus on reducing gaming behaviors for male students, which might improve learning outcomes for female students as well. Understanding gender-based differences in game behaviors can inform future game design to promote better learning outcomes for all students. PubDate: 2024-08-21
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Abstract: Abstract Transfer of responsibility for learning from the teacher to the learner has been considered the final aim of successful scaffolding. Despite this importance, few studies have been conducted in this area. The present conversation analytic study examined the scaffolding interactions of a sample of Iranian English language teachers to identify how responsibility for learning was transferred in scaffolding interactions. The teachers were divided into two groups of novice and experienced based on the criteria proposed in the extant literature. The results showed that the novice and experienced language teachers enacted transfer differently. The novice teachers used more high-support moves, like models and questions with scarce use of low-support moves, thereby mostly curbing the transfer process. However, the experienced teachers used a wider range of scaffolding strategies especially low-support moves to encourage learners to use their learning potentials. The novice teachers mismanaged repair-initiations while experienced teachers mainly ended repair-initiations in self-repairs. The study suggests that the teachers’ experience level can significantly impact their scaffolding interactions with students. Further, it highlights the significance of providing ongoing professional development and training opportunities for language teachers to improve their ability to provide effective scaffolding. Overall, the study highlights the need for continued research in this domain. PubDate: 2024-08-20
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Abstract: Abstract To maximize our teacher candidates’ learning about culturally and linguistically diverse students, we developed and implemented Case-Based Instructional (CBI) Modules (Language, Identity, Family, Assumptions) in two teacher preparation courses at a US university. We examined the Modules’ impacts on teacher candidates’ learning, self-efficacy, attitudes, and transfer of learning to novel contexts. Examining the Modules’ effectiveness within and across two delivery modes indicated that both instructor-facilitated and instructor-supported approaches to CBI elicit similar positive attitudes and are effective in enhancing teacher candidates’ learning, but not transfer. When teacher candidates’ analyses of cases were not facilitated by instructor, however, there were some missed opportunities for learning. PubDate: 2024-08-09
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Abstract: Abstract Online reading for academic purposes is a complex and challenging activity that involves analysing task requirements, assessing information needs, accessing relevant contents, and evaluating the relevance and reliability of information given the task at hand. The present study implemented and tested an analytical approach to strategy training that combined a detailed, step-by-step presentation of each strategy with the integration of various strategies across modules and practice tasks. One hundred sixty-seven university students were assigned to either a treatment or a control condition. The training program was implemented as part of a digital literacy course. Instructors received background information and instructional materials prior to the beginning of the term. The intervention improved students’ performance on a set of search and evaluation tasks representative of the target skills, although to varying extent. The impact was higher for evaluation than for search skills, in terms of accuracy and quality of students’ justifications. The data provides initial evidence that an analytical approach may foster university students’ use of advanced reading strategies in the context of online reading. Implications for instruction and future research are discussed. PubDate: 2024-08-09
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Abstract: Abstract Teachers form expectations that can influence their students’ performance, and there are a variety of ways these expectations can be communicated. In the current study, we tested a novel method for communicating expectations via examples of student work—examples that contain basic, entry-level work and communicate low, but manageable expectations or examples that contain complex, advanced-level work and communicate high and challenging expectations. Across three semesters, 91 college students in a data management course completed a class assignment that involved exploratory coding activities. Prior to the assignment, students were randomly assigned to view basic or advanced examples of student work. Students assigned to the advanced-examples condition reported higher perceptions of task difficulty and frustration, but they also exhibited higher levels of performance in terms of the complexity of their own work. Results suggest that setting challenging expectations can create a desirable difficulty that ultimately benefits students’ performance in an authentic learning environment. PubDate: 2024-08-01
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Abstract: Abstract Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students’ self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students’ self-concepts. Participants (N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students’ perceptions of the class’ performance level (d20% vs. 65% = 0.60; d20% vs. 80% = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students’ situational self-concept (d20% vs. 80% = 0.30). Students’ perceptions of the class’ performance level fully explained the effect of classmates’ hand-raising behavior on students’ situational self-concept. The study’s experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students’ perceptions of their classmates’ performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research. PubDate: 2024-08-01
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Abstract: Abstract Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented (retrospective prompts). However, it might also help to self-explain upcoming steps (anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we employed extensive modelling examples and different types of self-explanations prompts to teach 78 automotive apprentices a complex and job-relevant problem-solving strategy, namely the diagnosis of car malfunctions. We tested the effects of these modelling examples and self-explanation prompts on problem-solving strategy knowledge and skill, self-efficacy, and cognitive load while learning. In two conditions, the apprentices learned with modelling examples and received either retrospective or anticipatory prompts. The third condition was a control condition receiving no modelling examples, but the respective open problems. In comparison with the control condition, modelling examples did not promote learning. However, we observed differential effects of the self-explanation prompts depending on the learner’s prior knowledge level. Apprentices with higher prior knowledge learned more when learning with anticipatory prompts. Apprentices with less prior knowledge experienced a greater increase in self-efficacy and a higher germane cognitive load when learning with retrospective prompts. These findings suggest using different self-explanation prompts for learners possessing varying levels of expertise. PubDate: 2024-08-01
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Abstract: Abstract Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an Activity Model Hypothesis that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension. PubDate: 2024-08-01
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Abstract: Abstract 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. PubDate: 2024-07-18
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Abstract: Abstract 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. PubDate: 2024-07-18
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Abstract: Abstract Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy. PubDate: 2024-07-15
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Abstract: Abstract 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. PubDate: 2024-07-13
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Abstract: Abstract 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. PubDate: 2024-07-12
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Abstract: Abstract 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. PubDate: 2024-06-28
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Abstract: Abstract 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. PubDate: 2024-06-05 DOI: 10.1007/s11251-024-09667-7
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Abstract: Abstract We compare the scheme for educational dialogue analysis (SEDA) to the actor-network theory (ANT) for the analysis of educational dialogues. We show that ANT unearths the socio-material structure of classroom talk as networks in which human and non-human actors (texts, diagrams, instructions, etc.) exert power on each other. The application of ANT to classroom talk led us to identify (non-)dialogic networks when human actors are not subordinated (resp. subordinated) to other actors. Roles in networks are not predetermined but translated in interactions, and networks are often blackboxed, as the original process and circumstances of their creation might be ignored. We show then that the adoption of ANT (resp. SEDA) uncovers phenomena that SEDA (resp. ANT) did not identify. SEDA helps observe the co-construction of ideas and describe shifts from the dialogic to the non-dialogic but does not explain the mechanisms that lead to these shifts. ANT explains shifts from one network to another, as it conveys the change of power relations between the different actors, role of non-human actors, and shows how they shape the dynamics of networks in classroom talk. We draw from this comparison implications both for research and educational practice in dialogic education. PubDate: 2024-06-05 DOI: 10.1007/s11251-024-09669-5
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Abstract: Abstract Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies. PubDate: 2024-06-04 DOI: 10.1007/s11251-024-09666-8
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Abstract: Abstract There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism. The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning. PubDate: 2024-05-17 DOI: 10.1007/s11251-024-09659-7
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Abstract: Abstract Because of the improvement-oriented nature of peer-feedback activities, students have to deal with errors (e.g., spelling and argumentation errors) when providing and processing peer-feedback on writing assignments. Despite the central role of errors in feedback activities, it is uncertain how students deal with errors and whether the dealing with errors is affected by interpersonal perceptions. Therefore, this study explores (1) whether cognitive sub-phases are distinguishable during the process of dealing with errors and (2) the extent to which dealing with errors is affected by interpersonal perceptions. Six dyads of Dutch 11th grade students provided and processed peer-feedback on argumentative texts while thinking-aloud, and they reflected on the processes in a post-interview. The think-aloud utterances and interviews were analyzed with a mixed-methods design, using quantitative content analyses, and qualitative thematic analyses. The dealing with errors during peer-feedback provision displayed two patterns: error identification either occurred simultaneously with the decoding and often any evaluation-related thoughts lacked, or error-identification occurred as a result of an interpreting/evaluating phase. Also during peer-feedback processing, two main patterns were observable: students either knew immediately whether they agreed with feedback, or they first had to study the feedback more thoroughly. Additionally, interpersonal perceptions seemed to affect most students implicitly during feedback provision, and most students explicitly during feedback processing. As such, this study provides empirical evidence for the existence of cognitive sub-phases in the process of dealing with errors during peer-feedback activities, and portrays how these activities may be affected by interpersonal perceptions. PubDate: 2024-04-17 DOI: 10.1007/s11251-024-09660-0
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