Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners' understanding and inquiry skill

In scientific inquiry learning, within-task guidance tailored to the learner's domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are el...

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Veröffentlicht in:International journal of science education Jg. 44; H. 6; S. 1021 - 1043
Hauptverfasser: Fukuda, Mari, Hajian, Shiva, Jain, Misha, Liu, Arita L., Obaid, Teeba, Nesbit, John C., Winne, Philip H.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Routledge 13.04.2022
Taylor & Francis Ltd
Schlagworte:
Active Learning
Doctoral Students
Energy
Errors
Feedback
Guidance
Inquiry
Inquiry method
inquiry skill
Interaction
just-in-time guidance
Learning
Learning environment
Learning outcomes
Science education
Science Instruction
Science Process Skills
Scientific Concepts
Scientific inquiry learning
Simulation
Tutoring
Tutors
Undergraduate Students
ISSN:0950-0693, 1464-5289
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Zusammenfassung:In scientific inquiry learning, within-task guidance tailored to the learner's domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors adapted guidance. We found tutors provided five types of guidance: prompts, support for domain knowledge, assessments, hints, and feedback. Guidance was provided when learners made errors, expressed difficulties, or asked questions; or when the tutor judged a learner successfully demonstrated a skill and was ready to progress to a follow-on skill. Based on these results, we propose a model for tailored, just-in-time guidance in simulation-assisted inquiry learning environments.
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ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2022.2062799