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Kyza E.A.,Cyprus University of Technology | Georgiou Y.,Cyprus University of Technology | Hadjichambi D.,Cyprus Ministry of Education and Culture | Hadjichambis A.,Cyprus Ministry of Education and Culture
Computer-Supported Collaborative Learning Conference, CSCL | Year: 2013

This case study investigated students' collaborative help-seeking and their teachers' help-giving behaviors in inquiry-based learning. Data from two pairs of middle-school students, using two different scaffolding scripts, and from their biology teacher, were collected and analyzed. The following research questions were pursued: How does each collaboration script influence students' help-seeking and teachers' help-giving activity? Data included videotapes of each pair's interactions, the discussions between the pairs and the teacher, whole-class discussions, learning assessments and a teacher interview. Findings indicated that the pair in the ImplicitScaffolding script sought help less frequently than the ExplicitScaffolding pair while the nature of the help sought was different. Findings also showed that the different scaffolding scripts impacted student motivation and framed the teacher expectations differently, regardless of the type of help sought by the students. These findings highlight the connection between collaboration scripts, teacher cognition and scaffolding, and bear implications about students and teachers. © ISLS. Source

Hadjichambis A.C.,Cyprus Ministry of Education and Culture | Georgiou Y.,Cyprus University of Technology | Paraskeva-Hadjichambi D.,Cyprus Ministry of Education and Culture | Kyza E.A.,Cyprus University of Technology | Mappouras D.,Cyprus Ministry of Education and Culture
Journal of Biological Education | Year: 2015

Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the knowledge of human reproduction, are very few. The purpose of this study was to evaluate the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Data collection methods included students’ pre- and post-tests, evaluating students’ conceptual understanding regarding human reproduction, and measurements of students’ motivation employing the Motivational Learning Environment survey. The sample for the pre- and post-test conceptual understanding data included the whole population of the 7th graders in Cyprus (n = 6465). Students’ motivation data were collected from a representative sample of the entire 7th graders population (n = 946 students). Statistical analyses indicated a statistically significant increase in students’ conceptual understanding as well as in their motivation for learning in biology. However, students’ gender, prior knowledge and initial motivation for learning in biology seemed to mediate the effectiveness of the inquiry-based intervention. All of these variables are deemed, therefore, as of great importance for the design, implementation and evaluation of biology teaching interventions. © 2015 Society of Biology Source

Nicolaidou I.,Cyprus University of Technology | Kyza E.A.,Cyprus University of Technology | Terzian F.,Cyprus Ministry of Education and Culture | Hadjichambis A.,Cyprus Ministry of Education and Culture | Kafouris D.,Cyprus Ministry of Education and Culture
Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences | Year: 2010

This case study investigated scaffolding to support twelve 11th grade students' collaborative construction of evidence-based explanations and their evaluation of the credibility of evidence through the utilization of a web-based reflective inquiry environment on Biotechnology. Over eleven 90-minute lessons students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. The analysis of pre-and post-tests on students' conceptual understanding of Biotechnology topics and their skills in evaluating the credibility of evidence revealed learning gains and suggested that the intervention was successful. Students' written explanations in task-related artifacts and the analysis of two groups' videotaped discussions showed that the students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low and high credibility. Students' difficulty in applying methodological criteria suggests that this criterion should be addressed in future studies. Source

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