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dc.contributor.authorLehtinen, Antti
dc.contributor.authorViiri, Jouni
dc.date.accessioned2017-03-15T11:08:43Z
dc.date.available2017-12-01T22:45:11Z
dc.date.issued2017
dc.identifier.citationLehtinen, A., & Viiri, J. (2017). Guidance Provided by Teacher and Simulation for Inquiry-Based Learning : A Case Study. <i>Journal of Science Education and Technology</i>, <i>26</i>(2), 193-206. <a href="https://doi.org/10.1007/s10956-016-9672-y" target="_blank">https://doi.org/10.1007/s10956-016-9672-y</a>
dc.identifier.otherCONVID_26346804
dc.identifier.otherTUTKAID_71892
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53272
dc.description.abstractCurrent research indicates that inquiry-based learning should be guided in order to achieve optimal learning outcomes. The need for guidance is even greater when simulations are used because of their high information content and the difficulty of extracting information from them. Previous research on guidance for learning with simulations has concentrated on guidance provided by the simulation. Little research has been done on the role of the teacher in guiding learners with inquiry-based activities using simulations. This descriptive study focuses on guidance provided during small group investigations; pre-service teachers (n = 8) guided third and fifth graders using a particular simulation. Data was collected using screen capture videos. The data was analyzed using a combination of theory- and data-driven analysis. Forms of guidance provided by the simulation and by the teachers were divided into the same categories. The distribution of the guidance between the teacher and the simulation was also analyzed. The categories for forms of guidance provided by simulations proved to be applicable to guidance provided by the teachers as well. Teachers offered more various forms of guidance than the simulation. The teachers adapted their guidance and used different patterns to complement the guidance provided by the simulation. The results of the study show that guidance provided by teachers and simulations have different affordances, and both should be present in the classroom for optimal support of learning. This has implications for both teaching with simulations and development of new simulations.
dc.language.isoeng
dc.publisherSpringer Netherlands
dc.relation.ispartofseriesJournal of Science Education and Technology
dc.subject.othersimulations
dc.subject.otherinquiry-based learning
dc.subject.otherscaffolding
dc.titleGuidance Provided by Teacher and Simulation for Inquiry-Based Learning : A Case Study
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201703151658
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-03-15T10:15:07Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange193-206
dc.relation.issn1059-0145
dc.relation.numberinseries2
dc.relation.volume26
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media New York 2016. This is a final draft version of an article whose final and definitive form has been published by Springer. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber
dc.subject.ysoopastus
dc.subject.ysokoulutusteknologia
jyx.subject.urihttp://www.yso.fi/onto/yso/p2149
jyx.subject.urihttp://www.yso.fi/onto/yso/p12937
dc.relation.doi10.1007/s10956-016-9672-y
dc.relation.funderTeknologiateollisuuden 100-vuotissäätiöfi
dc.relation.funderTechnology Industries of Finland Centennial Foundationen
jyx.fundingprogramSäätiöfi
jyx.fundingprogramFoundationen


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