A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning

Background Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered ep...

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Published inJournal of Computer Assisted Learning Vol. 38; no. 3; pp. 638 - 650
Main Authors Liu, Arita L., Hajian, Shiva, Jain, Misha, Fukuda, Mari, Obaid, Teeba, Nesbit, John C., Winne, Philip H.
Format Journal Article
LanguageEnglish
Published Chichester, UK Wiley 01.06.2022
John Wiley & Sons, Inc
Wiley Subscription Services, Inc
Subjects
Online AccessGet full text
ISSN0266-4909
1365-2729
DOI10.1111/jcal.12637

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Abstract Background Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects. Methods This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions. Results and Conclusions The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures. Implications We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice. Lay Description What is currently known about the subject matter Rapid technological change urges schools to equip students with research and inquiry skills. Computer simulations provide an information‐rich environment for inquiry‐based learning. Guidance in inquiry learning is important for knowledge acquisition and the development of inquiry skills. What this paper adds We illuminated challenges learners encounter in the inquiry learning process. We analysed forms of guidance that support learning in both conceptual and epistemic aspects. We identified dual processes involved in the inquiry process that have important implications. We proposed a bidirectional model for adaptive guidance in scientific inquiry. Implications of study findings for practitioners Adaptive guidance facilitates conceptual and epistemic understanding by stimulating curiosity and reducing uncertainty in the inquiry process. Conceptual and epistemic learning need to be concurrently guided in scientific inquiry.
AbstractList Background: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner-tutor interactions in a simulation-assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives: This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects. Methods: This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two-step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions. Results and Conclusions: The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence-based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures. Implications: We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice.
BackgroundGuidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice.ObjectivesThis research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects.MethodsThis study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions.Results and ConclusionsThe regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures.ImplicationsWe emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice.
Background Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects. Methods This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions. Results and Conclusions The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures. Implications We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice. Lay Description What is currently known about the subject matter Rapid technological change urges schools to equip students with research and inquiry skills. Computer simulations provide an information‐rich environment for inquiry‐based learning. Guidance in inquiry learning is important for knowledge acquisition and the development of inquiry skills. What this paper adds We illuminated challenges learners encounter in the inquiry learning process. We analysed forms of guidance that support learning in both conceptual and epistemic aspects. We identified dual processes involved in the inquiry process that have important implications. We proposed a bidirectional model for adaptive guidance in scientific inquiry. Implications of study findings for practitioners Adaptive guidance facilitates conceptual and epistemic understanding by stimulating curiosity and reducing uncertainty in the inquiry process. Conceptual and epistemic learning need to be concurrently guided in scientific inquiry.
Author Arita L. Liu
Philip H. Winne
Teeba Obaid
Mari Fukuda
Shiva Hajian
John C. Nesbit
Misha Jain
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Snippet Background Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed...
Background: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed...
BackgroundGuidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor...
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SubjectTerms Barriers
Cluster analysis
cognitive disequilibrium
Computer Simulation
Educational Environment
epistemic support
Epistemology
Guidance Objectives
Inquiry
Inquiry method
Interaction
Interpersonal Communication
Knowledge acquisition
Learning
Learning Processes
Multivariate Analysis
Prompting
prompts
Questions
Science Instruction
scientific inquiry
Simulation
Skills
Teacher Role
Teacher Student Relationship
Teaching Methods
Tutoring
Tutors
Uncertainty
Title A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning
URI https://cir.nii.ac.jp/crid/1872835442748471168
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