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.¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In-depth analysis revealed differences between teacher guidance and support depending on teacher perceptions and group outcomes. → Sanna Järvelä · Carolyn Rosé 2021 q2 i? Groups' prior science competence showed no effect on teacher guidance and support. → Sanna Järvelä · Carolyn Rosé 2021 (2) q2 i? Teacher affect was compounded by student affect, suggesting reciprocal perceptions matter for understanding the teacher's role. → Sanna Järvelä · Carolyn Rosé 2021 (3)

Evidence¶

Sanna Järvelä · Carolyn Rosé 2021¶

Sanna Järvelä · Carolyn Rosé. (2021). Forms of collaboration matters: CSCL across the contexts. Intern. J. Comput.-Support. Collab. Learn (2021) 16:145–149. https://doi.org/10.1007/s11412-021-09348-4

q2 · i? · associational · r?

The editorial reports the Pietarinen et al. observational study of "Four high school science teachers" using the ViBSE environment, with lessons videotaped and self-report instruments on teacher and student affect. No effect size is printed.

"This analysis revealed differences between teacher guidance and support depending on teacher perceptions and group outcomes."

Sanna Järvelä · Carolyn Rosé 2021 (2)¶

Sanna Järvelä · Carolyn Rosé. (2021). Forms of collaboration matters: CSCL across the contexts. Intern. J. Comput.-Support. Collab. Learn (2021) 16:145–149. https://doi.org/10.1007/s11412-021-09348-4

q2 · i? · associational · r1

The editorial reports this null finding from the same Pietarinen et al. observational analysis of four teachers' classes; no effect size is printed and equivalence was not tested.

"Groups’ prior science competence was not found to have an effect on teacher guidance and support."

Sanna Järvelä · Carolyn Rosé 2021 (3)¶

Sanna Järvelä · Carolyn Rosé. (2021). Forms of collaboration matters: CSCL across the contexts. Intern. J. Comput.-Support. Collab. Learn (2021) 16:145–149. https://doi.org/10.1007/s11412-021-09348-4

q2 · i? · review · r1

The editorial reports this affect-related result from Pietarinen et al.'s videotaped lessons and self-report instruments on teacher and student affect; it is presented as the study's interpretive suggestion with no effect size.

"Teacher affect was compounded by student affect, suggesting that reciprocal perceptions are necessary for understanding the teachers’ role in collaborative learning."

Discussion¶

Related Claims¶

• Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers — related
• Teacher guidance distribution tracked perceived willingness to collaborate, not group outcome level or prior science competence — a narrower finding that bears on this claim
• Teacher self-reported affect was compounded by students' self-reported affect across working phases — possibly the same claim (merge candidate)
• Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support — related
• Highest-outcome groups did not receive more guidance than other groups — a narrower finding that bears on this claim