@inproceedings{8d594affca964b11b0766d96856f94ec,
title = "Evaluating the transfer of scaffolded inquiry: What sticks and does it last?",
abstract = "The Next Generation Science Standards [1] expect students to master disciplinary core ideas, crosscutting concepts, and scientific practice. In prior work, we showed that students benefited from real time scaffolding of science practices such that students{\textquoteright} inquiry competencies both improved over time and transferred to new science topics. The present study examines the robustness of adaptive scaffolding by evaluating students{\textquoteright} inquiry performances at a very fine-grained level in order to investigate what aspects of inquiry are robust over time once scaffolding was removed. 108 middle school students in grade 6 used Inq-ITS and received adaptive scaffolding for three lab activities in the first inquiry topic they completed (i.e. Animal Cell); they then completed 10 activities without scaffolding across three new topics. Results showed that after removing scaffolding, student{\textquoteright}s inquiry performance generally improved with slight variations in performance across driving questions and over time. Overall, these findings suggest that adaptive scaffolding may support students{\textquoteright} inquiry learning and transfer of inquiry practices over time and across topics.",
keywords = "Growth in inquiry performance, Scaffolding, Science inquiry",
author = "Haiying Li and Janice Gobert and Rachel Dickler",
note = "Publisher Copyright: {\textcopyright} Springer Nature Switzerland AG 2019. Copyright: Copyright 2019 Elsevier B.V., All rights reserved.; 20th International Conference on Artificial Intelligence in Education, AIED 2019 ; Conference date: 25-06-2019 Through 29-06-2019",
year = "2019",
doi = "10.1007/978-3-030-23207-8_31",
language = "English (US)",
isbn = "9783030232061",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
publisher = "Springer Verlag",
pages = "163--168",
editor = "Seiji Isotani and Eva Mill{\'a}n and Amy Ogan and Bruce McLaren and Peter Hastings and Rose Luckin",
booktitle = "Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings",
address = "Germany",
}