مؤتمر
Using Epistemic Network Analysis to Explore Discourse Patterns across Design Iterations of a Teacher Dashboard
| العنوان: | Using Epistemic Network Analysis to Explore Discourse Patterns across Design Iterations of a Teacher Dashboard |
|---|---|
| اللغة: | English |
| المؤلفون: | Adair, Amy, Owens, Jessica, Gobert, Janice |
| المصدر: | Grantee Submission. 2022Paper presented at the International Conference of the Learning Sciences (ICLS) (2022). |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A210432 |
| نوع الوثيقة: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Epistemology, Network Analysis, Discourse Analysis, Educational Technology, Learning Analytics, Scaffolding (Teaching Technique), Science Instruction, Science Teachers, Middle School Teachers, Grade 8, Physical Sciences, Teaching Methods, Instructional Effectiveness, Inquiry, Pedagogical Content Knowledge |
| مستخلص: | Providing high-level support to students on NGSS inquiry practices can be challenging; however, teacher dashboards can help teachers provide just-in-time instruction to students, both in-person and online. Prior work has shown some success with a dashboard that alerts teachers in real time on students' science inquiry difficulties, but teachers differed in their use of the alerts. To further support teachers, we designed a second iteration, in which the alerts included actionable, evidence-based Teacher Inquiry Practice Supports (TIPS), a series of suggested scaffolds that teachers can use to support students on the practices with which they are struggling. In this study, we investigate how the discursive support patterns from one teacher differed when using the dashboard alerts "without" TIPS followed by "with" TIPS. Findings suggest that TIPS influenced how the teacher incorporated different types of support for her students, and further, that the support given varied across different virtual lab stages. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences, 2022, pp. 297-304.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| رقم الأكسشن: | ED628888 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |