Roll - Inquiry
- 1 Helping Students Become Better Scientists Using Structured Inquiry Tasks
- 1.1 Summary Table
- 1.2 Abstract
- 1.3 Background & Significance
- 1.4 Glossary
- 1.5 Research questions
- 1.6 Independent Variables
- 1.7 Dependent Variables
- 1.8 Hypothesis
- 1.9 Results
- 1.10 Explanation
- 1.11 Further Information
Helping Students Become Better Scientists Using Structured Inquiry Tasks
|Other Contributers||Doug Bonn, James Day|
|Study Start Date||Jan. 1, 2010|
|Study End Date||May. 31, 2010|
|Site||UBC (not a LeanLab site)|
|Number of Students||N = ~200|
|Total Participant Hours||~1,000.|
|DataShop||no data yet|
Scientific inquiry tasks have the potential to help students acquire deep understanding of domain knowledge, as well as improve their scientific reasoning skills. This project investigates SRL behavior within one type of inquiry tasks - structured invention tasks. The project uses qualitative and quantitative methods to answer three questions: 1. What SRL skills are being practiced during structured invention tasks? 2. How well do these transfer across topics and along time? 3. How can these skills be supported and improved?
Background & Significance
This project focuses on SRL behavior during scientific inquiry, and relationships between SRL behavior and domain learning and motivation. While traditional inquiry tasks have inherent benefits of letting students practice key self-regulatory skills, they were shown to be inefficient, and often unproductive, means of instruction. In the absence of adequate support, students often flounder and are lost within the infinite range of possibilities (Veermans, de Jong & van Joolingen, 2000). Consequently, students often fail to learn the target concepts, or at least do not learn them as efficiently as with direct instruction (Kirschner, Sweller & Clark, 2006).
In this project I evaluate whether supporting students’ metacognitive behavior in inquiry tasks helps students acquire better domain and scientific reasoning skills, without reducing the motivational benefits and high agency that students have in inquiry tasks. I focus on the Invention as Preparation for Learning framework (IPL; Schwartz & Taylor, 2004; Roll, Aleven & Koedinger, 2009). In IPL students are asked to invent novel mathematical procedures prior to receiving direct instruction on the canonical procedures. IPL was shown to improve students’ domain knowledge and motivation (Kapur & Lee, 2009; Roll, Aleven & Koedinger, 2009; Schwartz & Taylor, 2004). At the same time, students demonstrated poor metacognitive behavior, and lack of learning at the metacognitive level (Roll, 2009).
the current project first seeks to identify the SRL skills that are being practiced in IPL. The second stage of the project assesses the transferability of these skills (across domain topics, and along time). Last, I will investigate the effect of supporting these skills on students' domain and metacognitive learning.
- Structured Invention Tasks
- Self-Regulated Learning
- Scientific Reasoning
- Inquiry tasks
The project has 3 steps, each of which focuses on a different research question:
Step 1: What SRL skills are being used and practiced during structured invention tasks?
Connections to Other Studies
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12(1), 1-48.
Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know 'further' - increasing the flexibility of students' knowledge using symbolic invention tasks. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society. (pp. 1169-74). Austin, TX: Cognitive Science Society.
Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129-184.
Veermans, K., de Jong, T., & van Joolingen, W. R. (2000). Promoting self-directed learning in simulation-based discovery learning environments through intelligent support. Interactive Learning Environments, 8(3), 229-255.
Spring 2010: Do an ethnography in in a 1st year physics lab that uses invention tasks as a normal classroom practice.