Under TAIA the teacher enacted an inquiry-centered instructional loop with repeated within-phase support sequences, identified through lag sequential analysis¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Sequential analysis showed the EG teacher repeatedly linked hypothesis-guidance actions (e.g., A1 → A1 → A1 → A1) to iteratively refine student hypotheses via the shared workspace. → Fan Chen 2026

Evidence¶

Fan Chen 2026¶

Fan Chen, Gaowei Chen. (2026). How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms. Instructional Science. https://doi.org/10.1007/s11251-026-09788-1

q3 · i? · causal · r2

Lag Sequential Analysis plus PrefixSpan routine mining on coded teacher actions (significant transitions screened at |z| > 1.96 and |Q| > 0.3), showing sustained engagement within inquiry phases; the printed statistic is the sequence frequency n = 10.

"repeated sequences like A1 → A1 → A1 → A1 (n = 10) illustrated how the teacher guided iterative refinement of student hypotheses using WeInquiry’s shared workspace."

Discussion¶

Related Claims¶

• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
• TAIA reoriented the teacher's action distribution toward inquiry-practice support while the comparison condition emphasized content delivery and assessment — related
• TAIA students perceived more teacher support for hypothesis generation and argumentation and enjoyed inquiry more; perceived experiment-related support did not differ — related
• Perceived teacher support in the hypothesis and experimentation phases correlated positively with post-test achievement in both groups; argumentation-support and enjoyment correlations emerged only across the pooled sample — related
• In-service teachers more often followed socioemotional challenges with monitoring, and the groups differed in recurrent self-loops of controlling versus monitoring — related
• The field lacks micro-level S-SRL theory and methodological guidelines, and studies have not connected temporal/sequential characteristics to learning gains — related