Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Paula reported positive guidance perceptions initially, challenges during experimentation, more positive perceptions at conclusions, and only positive self-reported affect throughout. → 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 · r2
Teachers' paper-and-pencil questionnaire after each of three sessions (planning, experimentation, conclusions). Paula reported challenges integrating biology and chemistry, providing hints, and intervening in collaboration. Descriptive over-time reports; no effect size.
"Paula reported a positive initial phase for her guidance, but more challenges arose during the experimentation phase."
Discussion¶
Related Claims¶
- Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support
- Teacher self-reported affect was compounded by students' self-reported affect across working phases
- 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. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-guidance-perceptions-vary-by-phase |
title |
Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers |
description |
Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tarja-pietarinen-tuire-palonen-marja-vauras-2021 |
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