In the PISG case study, occurrences of high-level grounding and high-level testing co-occurred with more occurrences of high-level inquiry processes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q1–q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Graphical coding analysis of one PISG small group's full discourse showed that occurrences of high-level grounding (GH) and high-level testing (TH) led to occurrences of high-level generation of evidence, evaluation of evidence and drawing of conclusions. → Esther Tan 2018 q2 i? The authors' overarching case-study conclusion was that high-level grounding and testing led to more high-level inquiry processes in the PISG script condition. → Esther Tan 2018 (2)

Evidence¶

Esther Tan 2018¶

Esther Tan (2018). Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning. Instructional Science. https://doi.org/10.1007/s11251-018-9460-6

q1 · i? · causal · r2

Graphical coding analysis (Keefer et al.) of one PISG group's complete discourse in the field trip and post-field trip: "three occurrences of high-level grounding (GH) and five occurrences of high-level testing (TH) which led to five occurrences of high-level generation of evidence (GEH)" plus two EEH and one DCH.

"Analysis of the group's discourse in the PISG script condition showed three occurrences of high-level grounding (GH) and five occurrences of high-level testing (TH) which led to five occurrences of high-level generation of evidence (GEH), two occurrences of high-level evaluation of evidence (EEH) and one occurrence of a high-level drawing of a conclusion (DCH)."

Esther Tan 2018 (2)¶

Esther Tan (2018). Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning. Instructional Science. https://doi.org/10.1007/s11251-018-9460-6

q2 · i? · causal · r2

The article's own summary of its in-depth discourse analysis: "Case studies of the two groups’ discourse in each experimental condition showed that occurrences of high-level grounding and high-level testing processes led to more occurrences of high-level inquiry processes in the PISG script condition."

"Case studies of the two groups’ discourse in each experimental condition showed that occurrences of high-level grounding and high-level testing processes led to more occurrences of high-level inquiry processes in the PISG script condition."

Discussion¶

Learner Variables¶

• Communication Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In the case discourse, failure to integrate individuals' ideas with sound verification was linked to low-level inquiry outcomes, while successful high-level grounding enabled groups to integrate ideas and negotiate shared knowledge — possibly the same claim (merge candidate)
• The PISG and PSGI script sequences showed no statistically significant differences on high- and low-level inquiry processes, with small effect sizes despite descriptive trends favoring PISG on high-level processes — related
• The PISG and PSGI classroom script sequences showed no statistically significant difference in high- and low-level grounding and testing processes, alongside a trend favoring PISG — related
• In the PISG script, students' field-trip individual observations were largely off-target for the chosen plant, while by the post-field trip individuals showed some improvement in scientific thinking — related
• Epistemic network analysis provides a better account of temporal patterns between socio-cognitive events than coding-and-counting — related
• Exposure to field trips to informal science institutions produces small positive effects on middle school students' standardized science test scores — related