Year: 2012
Type: article
Abstract: Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little isknown about how to design these activities so they contribute to student learning. This study usestechnology-enhanced learning environments to explore new opportunities to transform Openersfrom potentially busy work to knowledge generating activities. This study compares the impact ofteacher-designed Openers, Opener designs based on recent research emphasizing knowledgeintegration, and no Opener for an 8th grade technology-enhanced inquiry science investigation.Results suggest that students who participate in a researcher-designed Opener are more likely torevisit and refine their work, and to make significant learning gains, than students who do notparticipate in an Opener. Students make the greatest gains when they revisit key evidence in thetechnology-enhanced curriculum unit prior to revision. Engaging students in processes that promoteknowledge integration during the Opener motivate students to revise their ideas. The results suggestdesign principles for Openers in technology-enhanced instruction.
Authors: Amber ZERTUCHE, Libby GERARD, Marcia C. LINN
Institution: University of California, Berkeley
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
Funder: National Science Foundation
OpenAlex ID: W2139670220