In a pilot with 155 graders 4–6, children were overwhelmed by a large non-structured set of inquiry assignments and lacked planning skills, leading to a reduced, predefined-schedule assignment set¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher evaluations showed children were overwhelmed by the large non-structured set of assignments and did not have enough planning skills to work through them as intended; after reduction and a predefined weekly schedule, children were better able to work with the assignments and finish within the set time. → Tessa H. S. Eysink 2020

Evidence¶

Tessa H. S. Eysink 2020¶

Tessa H. S. Eysink, Alieke M. van Dijk, Ton de Jong. (2020). BE COOL! a digital learning environment to challenge and socially include gifted learners. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09754-9

q2 · i? · design · r2

Pilot study in which four complete sets of inquiry assignments matched to ability level were tried with 155 fourth, fifth, and sixth graders of varying ability levels, using observations and interviews with teachers and children. The article reports that "children were overwhelmed by the large non-structured set of assignments."

"Teacher evaluations, however, showed that children were overwhelmed by the large non-structured set of assignments and did not have enough planning skills to work through the assignments as intended."

Discussion¶

Related Claims¶

• In an exploratory study with 478 fifth and sixth graders, children with prompts available showed a more active and effective inquiry process than children without, with ability-related differences in prompt use — related