Regulative Support During Inquiry Learning with Simulations and Modeling Doctoral Defense Presentation   Sarah A. Manlove
Situating the Research: Inquiry Learning Use the scientific method to solve science problems. Like what variables effect h...
Situating the Research: Regulation <ul><li>Planning </li></ul><ul><ul><li>Goals and sub-goals  </li></ul></ul><ul><ul><li>...
Situating the Research: Co-Lab We can experiment with the simulation.
Situating the Research: Co-Lab We can make a model of the variables that impact water outflow rates.
What is the effect of  regulative support  on learning activities and outcomes during technology-enhanced inquiry learning...
Situating the Research: Co-Lab The Process Coordinator (PC) Version 1
Situating the Research: Co-Lab The Process Coordinator (PC) Version 2
Synthesizing the Research Studies Participants (15-17 yrs) 1. Exploratory  39 (19 Triads, 2 Dyads) 2. Experimental   61 (1...
Synthesizing the Research <ul><li>Discussion </li></ul><ul><ul><li>Regulative Support: </li></ul></ul><ul><ul><ul><li>Plan...
Acknowledgements Research isn’t done in isolation! Thanks to: Co-Lab Consortium IST Dept. University of Twente Ard Lazonde...
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Regulative Supports for Inquiry Learning with Simulations and Modeling

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Overview of PhD. Research on regulative supports for inquiry learning with simulations and modeling in technology-enhanced learning environments.

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  • Good afternoon I’d like to welcome you all to my doctoral defense. Thank you for coming with me to share in what I hope is a fun and interesting day. I’m honored to have standing up with me today one of my oldest friends Linda Mahnken, an instructional designer from San Francisco, and my mother, also an instructional designer for the United States Navy. I’d like to extend a special welcome to my father, brother and my sister-in-law Tracy who traveled quite far to be here today. The purpose of my brief talk this afternoon prior to the defense is to give those of you who are unfamiliar with my research a taste or “the gist” af Grondbegrijp of what I’m going to talk about. I’ll do this in two sections. Situating the research where I’ll talk about three important contexts to understand which came together in my studies and Synthesizing the research where I’ll give an overview of the studies I conducted and summarize the main findings which results from across the studies.
  • Regulative Supports for Inquiry Learning with Simulations and Modeling

    1. 1. Regulative Support During Inquiry Learning with Simulations and Modeling Doctoral Defense Presentation Sarah A. Manlove
    2. 2. Situating the Research: Inquiry Learning Use the scientific method to solve science problems. Like what variables effect how fast the water leaves the tank? We’ll need to manage all of this… Njoo & De Jong, 1993
    3. 3. Situating the Research: Regulation <ul><li>Planning </li></ul><ul><ul><li>Goals and sub-goals </li></ul></ul><ul><ul><li>Strategies/heuristic creation </li></ul></ul><ul><ul><li>Standards </li></ul></ul><ul><li>Monitoring </li></ul><ul><ul><li>“ In process” check of understanding and progress </li></ul></ul><ul><ul><li>Against standards (from environment) </li></ul></ul><ul><li>Evaluation </li></ul><ul><ul><li>“ On process” check of overall understanding and goal attainment </li></ul></ul><ul><ul><li>Against standards </li></ul></ul>
    4. 4. Situating the Research: Co-Lab We can experiment with the simulation.
    5. 5. Situating the Research: Co-Lab We can make a model of the variables that impact water outflow rates.
    6. 6. What is the effect of regulative support on learning activities and outcomes during technology-enhanced inquiry learning with simulations and modeling? Situating the Research: Co-Lab
    7. 7. Situating the Research: Co-Lab The Process Coordinator (PC) Version 1
    8. 8. Situating the Research: Co-Lab The Process Coordinator (PC) Version 2
    9. 9. Synthesizing the Research Studies Participants (15-17 yrs) 1. Exploratory 39 (19 Triads, 2 Dyads) 2. Experimental 61 (19 Triads, 10 PC+, 11 PC-) 3. Experimental 70 (35 Dyads 20 PC+, 15 PC-) 4. Experimental 42 (12 Pairs, 18 Single) # Conditions Task Time 1 PC (goals) 1 hr, 75 min 2 PC-/PC+ 2 hrs 3 PC-/PC+ (cue/notes) 3 hrs 4 Singles/Pairs 3 hrs
    10. 10. Synthesizing the Research <ul><li>Discussion </li></ul><ul><ul><li>Regulative Support: </li></ul></ul><ul><ul><ul><li>Planning & Evaluation Supported </li></ul></ul></ul><ul><ul><ul><li>Monitoring is more difficult </li></ul></ul></ul><ul><ul><ul><ul><li>Can be overwhelming! </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Situate more closely to the learning activity </li></ul></ul></ul></ul><ul><ul><ul><li>Further research </li></ul></ul></ul><ul><ul><ul><ul><li>Prior Learning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Role of a peer </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Role of a teacher </li></ul></ul></ul></ul>
    11. 11. Acknowledgements Research isn’t done in isolation! Thanks to: Co-Lab Consortium IST Dept. University of Twente Ard Lazonder Ton de Jong

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