Cognitively oriented challenges dominated student help requests during computer-supported lab work, with 45.1% conceptual and 28.7% cognitive-regulation requests¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In post-experiment group work, 73.8% of 122 student help requests concerned cognitive activities; 45.1% were conceptual and 28.7% concerned regulation of cognitive activities. → Anniken Furberg 2016

Evidence¶

Anniken Furberg 2016¶

Anniken Furberg. (2016). Teacher support in computer-supported lab work: bridging the gap between lab experiments and students' conceptual understanding. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-016-9229-3

q2 · i? · qualitative · r3

Frequency-count categorisation of all 122 help requests raised in 70 help-seeking settings during six post-experiment lessons, coded by focus with 89% interrater agreement. The reported shares were "45.1 %" conceptual and "28.7 %" cognitive-regulation requests.

"As much as 73.8 % of all help requests centred on cognitive activities. More specifically, 45.1 % of all help requests concerned conceptual issues (Con; i.e., a focus on task- and domain-specific concepts), and 28.7 % focused on the regulation of cognitive activities"

Discussion¶

Related Claims¶

• Technologically oriented help requests comprised 11.5% of requests and declined steeply from the first to the last post-experiment activity
• When facing students' major conceptual challenges, the teacher shifted from prompting cued questions to providing explanations himself
• The teacher supported understanding of assignments by reformulating scientific terms into everyday concepts and by contextualising the lab experiment
• Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps