Analyzing Student-Teacher Discourse Prompted by a Real-Time Alerting Dashboard for Science Inquiry Practices

• In Event: Advanced Technologies for Learning Roundtable Session

Abstract

Educational technologies have made strides toward assessing and supporting students’ scientific inquiry practice competencies. For example, the innovative dashboard, Inq-Blotter, provides teachers with real-time alerts on students’ inquiry competencies based on algorithms in the intelligent tutoring system, Inq-ITS. It is essential to both understand and analyze the conversations prompted by Inq-Blotter alerts as well as their relationship to students’ subsequent inquiry performance. Analyses reveal that rich teacher-student discourse and explicit discussion of inquiry practices were associated with student improvements from the first to second opportunity on the practice on which they were helped. This study demonstrates how technology instrumented to do fine-grained assessment and alerting on students’ science inquiry competencies can support both teachers’ pedagogical decisions and students’ learning.

Authors

• Rachel F. Dickler, University of Colorado - Boulder

• Mariel O'Brien, Rutgers University

• Janice Gobert, Rutgers University

• Joseph Olsen, Rutgers University

• Amy Elise Adair, Rutgers University

• Huma Hussain-Abidi, Rutgers University