How do Openers Contribute to Student Learning?

International Electronic Journal of Elementary Education

关键词: Technology;    Science Education;    Teaching Practices;    Classroom Assessment;    Formative Assessment;   

DOI  :  

来源: DOAJ

【 摘 要 】

Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study usestechnology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact ofteacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in thetechnology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggestdesign principles for Openers in technology-enhanced instruction.

【 授权许可】

Unknown