Highest-outcome groups did not receive more guidance than other groups¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comparing visits per group, the best performing groups did not receive more guidance and support than other groups, with one exception where Henrik guided his best-performing group the most. → Tarja Pietarinen · Tuire Palonen · Marja Vauras 2021

Evidence¶

Tarja Pietarinen · Tuire Palonen · Marja Vauras 2021¶

Tarja Pietarinen · Tuire Palonen · Marja Vauras. (2021). Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms. Intern. J. Comput.-Support. Collab. Learn, 16, 261–287. https://doi.org/10.1007/s11412-021-09347-5

q2 · i? · associational · r1

Video-based frequency counts of teacher visits across 19 groups in four classrooms (Fig. 3 data). The article emphasizes that the best performing groups "did not receive more guidance and support than the other groups", with a single-teacher exception. Descriptive; no effect size.

"Notably, the best performing groups did not receive more guidance and support than the other groups when comparing the number of visits per group, except in one case in which Henrik guided the best performing group the most."

Discussion¶

Related Claims¶

• Teachers visited teams frequently but mostly only briefly, except during phases requiring more intense teacher engagement — related
• Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support
• Teacher guidance distribution tracked perceived willingness to collaborate, not group outcome level or prior science competence — a broader claim this one bears on
• Guided discovery outperformed both unguided discovery and direct instruction in classic studies — related
• Guided play outperforms direct instruction or free play on a few early-childhood outcomes, with no reliable difference on most others, in one meta-analysis — related
• Tutoring center visits usually showed no significant difference in individual course performance, and sometimes tutored students performed worse — related
• Teachers' guidance and support in collaborative science inquiry differed by teacher perceptions and group outcomes, and teacher affect was compounded by student affect, per the editorial's report of Pietarinen et al. — a broader claim this one bears on