Does Student Choice of Guidance During Inquiry Learning Improve Outcomes?

• In Event: AERA Poster Session 3
  In Poster Session: Technology-Based Environments

Abstract

Providing students opportunities to direct their learning can promote student agency in science learning yet it is challenging to design and facilitate alternative pathways. This research investigated if giving students choice among proven computer-based guidance formats, rather than assigning one of these formats, would increase students’ agency in refining their science explanations. Teachers and researchers used web-based authoring tools to customize guidance choices in a workshop. Data was analyzed from 2 science teachers and their 318, 7th-grade students. Results suggest guidance choice led to greater student belief that guidance was helpful. Teachers reported greater student engagement in choice condition. Findings suggest researcher-teacher partnerships focused on customizing web-based curriculum can yield choice designs that strengthen student agency in science learning.

Authors

• Libby F. Gerard, University of California - Berkeley

• Marcia Linn, University of California - Berkeley