Inq-ITS Supports Students Maintaining Their Science Inquiry Competencies During Remote Learning Due to COVID-19

• In Event: Technology Supports and Experiences During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic interrupted in-person learning and forced schools to find alternative ways to support students remotely. It is particularly challenging to support students in science where engagement in authentic inquiry is essential. Virtual science labs with scaffolding, such as the intelligent tutoring system [ITS], can provide students with continued opportunities to develop their inquiry competencies. The present study explored the trajectory of students’ inquiry competencies in [ITS] from their performance in-class before the COVID-19 pandemic to their performance during remote learning. Results indicated that students either maintained or significantly improved on their inquiry competencies. This work has significant implications for how technology that provides real-time assessment and scaffolding of students’ inquiry can support student learning, even during remote instruction.

Authors

• Amy Elise Adair, Rutgers University

• Rachel F. Dickler, University of Colorado - Boulder

• Janice Gobert, Rutgers University

• Jeremy Lee, Rutgers University