Author:

Keywords:

computer-supported inquiry learning

Abstract:

In the context of a design-based research project investigating web-based collaborative inquiry in secondary education, this paper presents the fifth intervention study exploring the effects of teacher-led class interventions. Building on previous iterations it is hypothesized that next to technology-enhanced scaffolding, scaffolding through peers and teacher-team interactions, teacher-led class interventions are necessary to satisfy students’ basic needs and (indirectly) will improve motivation for science learning and students’ performance and achievement during web-based collaborative inquiry. This has been investigated through a quasi-experimental study comparing the experimental condition (N = 87 students from 5 classes) - in which teacher-led class interventions were provided - with a control condition (N = 81 from 5 classes). Based on preliminary results it can be concluded that the provision of structure and feedback by the teacher through class interventions statistically affects students’ competence satisfaction, which is one of the basic needs. All students - regardless of condition - made significant improvement in intrinsic motivation for science learning, yet competence frustration has been found to negatively influence the increase in intrinsic motivation. Moreover, gender differences in competence satisfaction have been found which confirm the need to differentiate during web-based collaborative inquiry. Further analyses - which will be presented at the SIG meeting - will investigate if a higher competence satisfaction / lower competence frustration also leads to higher performance results (i.e. the process scores and the individual knowledge and inquiry performances in pre- and posttest).