Comparing Teacher Use of Logistic and Conceptual Indicators to Guide Online Science Inquiry

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-5 - Inquiry and Problem Solving: Tools, Scaffolds, and Strategies

Abstract

This study takes advantage of recent advances in automated scoring to compare teacher use of conceptual or logistic indicators in a computer-supported classroom studying climate change. In the logistic condition the teacher used a progress monitor to identify lagging students, and then guided them to complete their work. In the conceptual condition the teacher used automated scores and guidance prompts to diagnose student difficulties, and then discuss difficulties with students. Results indicate that when the teacher used conceptual indicators class performance on the embedded items and similar pre-post items increased compared to when the teacher focused on logistic indicators. This suggests that using automated guidance as a basis for personalized guidance can promote learning within an online curriculum.

Authors

• Jonathan Michael Vitale, University of California - Berkeley

• Libby F. Gerard, University of California - Berkeley

• Dermot Francis Donnelly, California State University - Fresno

• Elizabeth McBride, University of California - Berkeley

• Marcia Linn, University of California - Berkeley