Scaffolding information problem solving in web-based collaborative inquiry learning

<p>Web-based information problem-solving has been recognised as a critical ability for learners. However, the development of students’ abilities in this area often faces several challenges, such as difficulty in building well-organised knowledge structures to support complex problems that require higher-order skills (e.g., system thinking). To resolve these issues, this study employs a semi-automatic tool that supports query expansion-based concept mapping (QECM) for assisting learners’ web-based information problem-solving. The query expansion technique aims to recommend relevant concepts and linking words for building the map. The linking of concepts also uses non-taxonomic relationships for visualising a systemic model to develop complex problem-solving. An experiment was conducted by randomly dividing 50 participants into two groups, QECM (experimental) and conventional keyword-based search system, (control), to compare their performance during web-based information problem-solving tasks. The results show that the QECM system facilitated participants in extending their queries so as to enhance the comprehensiveness of their constructed concept maps. The QECM also improved the participants’ information problem-solving performance by bridging concepts of an assigned task. The findings imply that learners using the QECM system can focus on the higher-order tasks of problem-solving and be better engaged in exploring real-life problems with the web.</p>

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Inquiry Web-Based Learning to Enhance Information Problem Solving Competence in Science

Beyond Knowledge: The Legacy of Competence ◽

10.1007/978-1-4020-8827-8_22 ◽

2008 ◽

pp. 153-162

Author(s):

Manoli Pifarré ◽

Esther Argelagós

Keyword(s):

Problem Solving ◽

Web Based ◽

Web Based Learning ◽

Information Problem Solving ◽

Information Problem

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Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

International Journal of Computer-Supported Collaborative Learning ◽

10.1007/s11412-021-09347-5 ◽

2021 ◽

Author(s):

Tarja Pietarinen ◽

Tuire Palonen ◽

Marja Vauras

Keyword(s):

Teacher Perceptions ◽

Collaborative Inquiry ◽

Inquiry Learning ◽

Science Classrooms ◽

Student Groups ◽

Teacher Guidance ◽

Group Outcomes ◽

Teacher Affect ◽

Teachers And Students ◽

Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

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