Using Epistemic Network Analysis to Explore Discourse Patterns across Design Iterations of a Teacher Dashboard

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  • Author(s): Adair, Amy; Owens, Jessica; Gobert, Janice
  • Language:
    English
  • Source:
    Grantee Submission. 2022Paper presented at the International Conference of the Learning Sciences (ICLS) (2022).
  • Publication Date:
    2022
  • Document Type:
    Speeches/Meeting Papers
    Reports - Research
  • Additional Information
    • Peer Reviewed:
      Y
    • Source:
      9
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A210432
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      Elementary Education
      Grade 8
    • Subject Terms:
      Epistemology; Network Analysis; Discourse Analysis; Educational Technology; Learning Analytics; Scaffolding (Teaching Technique); Science Instruction; Science Teachers; Middle School Teachers; Grade 8; Physical Sciences; Teaching Methods; Instructional Effectiveness; Inquiry; Pedagogical Content Knowledge
    • Abstract:
      Providing high-level support to students on NGSS inquiry practices can be challenging; however, teacher dashboards can help teachers provide just-in-time instruction to students, both in-person and online. Prior work has shown some success with a dashboard that alerts teachers in real time on students' science inquiry difficulties, but teachers differed in their use of the alerts. To further support teachers, we designed a second iteration, in which the alerts included actionable, evidence-based Teacher Inquiry Practice Supports (TIPS), a series of suggested scaffolds that teachers can use to support students on the practices with which they are struggling. In this study, we investigate how the discursive support patterns from one teacher differed when using the dashboard alerts "without" TIPS followed by "with" TIPS. Findings suggest that TIPS influenced how the teacher incorporated different types of support for her students, and further, that the support given varied across different virtual lab stages. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences, 2022, pp. 297-304.]
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      ED628888