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Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoretically, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical-oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self-generated concept maps. Methods: First-year secondary vocational students (N = 91, M[subscript age] = 17.3 years) participated in this study, which utilized a pretest-intervention-posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self-generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed.

Inquiry learning is an effective learning approach if learners are properly guided. Its effectiveness depends on learners' prior knowledge, the domain, and their relationship. In a previous study we developed an Experiment Design Tool (EDT) guiding learners in designing experiments. The EDT significantly benefited low prior knowledge learners. For the current study the EDT was refined to also serve higher prior knowledge learners. Two versions were created; the "Constrained EDT" required learners to design minimally three experimental trials and apply CVS before they could conduct their experiment, and the "Open EDT" allowed learners to design as many trials as they wanted, and vary more than one variable. Three conditions were compared in terms of learning gains for learners having distinct levels of prior knowledge. Participants designed and conducted experiments within an online learning environment that (1) did not include an EDT, (2) included the Constrained EDT, or (3) included the Open EDT. Results indicated low prior knowledge learners to benefit most from the Constrained EDT (non-significant), low-intermediate prior knowledge learners from the Open EDT (significant), and high-intermediate prior knowledge learners from no EDT (non-significant). We advocate guidance to be configurable to serve learners with varying levels of prior knowledge.

This paper describes the design process for a digital instructional sequence on introductory quantum physics for upper secondary education. Based on a collaboration between teachers and physics education researchers, this sequence incorporates relevant theoretical foundations from the field of science teaching to promote meaningful and conceptual learning of quantum physics. The sequence is composed of units, which are being developed using the Go-Lab ecosystem (www.golabz.eu), a free online platform for teachers to create digital inquiry-based lessons. So far, the sequence covers the photoelectric effect, wave-particle duality, and tunnelling phenomena. This paper focuses on the sequence's first unit, addressing the photoelectric effect. The unit is used in this paper to exemplify the incorporation of the sequence's theoretical foundations: digital inquiry-based learning with simulations, collaborative learning, and conceptual change. The unit was pilot-tested with 114 students in four Dutch high schools. Answers to multiple-choice and open-ended questions were collected through the Go-Lab platform. Analyses showed the unit's potential to promote correct reasoning about the role of the intensity and frequency variables and revealed students' difficulties in grasping light's particle nature at the end of the lesson. These preliminary results are used to draw conclusions about how to improve this unit and inform the design of new instructional sequences.

New societal demands call for schools to train students' collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students' collaboration skills. This study demonstrates the positive effects on the quality of students' collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students' joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students' awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M[subscript age] = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

The present study employed a quasi-experimental design to assess a computer-based tool, which was intended to scaffold the task of designing experiments when using a virtual lab for the process of experimentation. In particular, we assessed the impact of this tool on primary school students' cognitive processes and inquiry skills before and after the study's treatment, using pre- and post-tests. Our research design involved a group of students who used the computer-based tool/scaffold to design the study's experiments (experimental condition) and a group of students who used a paper-and-pencil worksheet as a scaffold to design the same experiments (control condition). The primary finding of the study was that the use of the computer-based experiment design tool had a more positive effect on students' inquiry skills related to identifying variables and designing investigations than the paper-and-pencil one. This might be attributed to the functionalities provided only by the computer-based experiment design tool, which enabled students to focus their attention on crucial aspects of the task of designing experiments through (1) maintaining values for constant variables when planning experimental trials and (2) the provision of instant feedback when classifying variables into independent, dependent and controlled variables. Moreover, students in the two conditions displayed differing patterns of interactions among cognitive process and inquiry skills. Implications for designing and assessing similar computer-based scaffolds are discussed.

Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold, the Experiment Design Tool (EDT), that provided learners with a step-by-step structure to select variables and to assign values to these variables, together with offering built-in heuristics for experiment design. To further structure the students' approach, the EDT was offered within a set of detailed research questions which again were grouped under a set of broader research questions. Learning results for learners who worked with the EDT were compared to results for learners in two control conditions. In the first control condition, learners received only the detailed research questions and not the EDT; in the second control condition, learners received only the limited set of general research questions. In all conditions, learners conducted their experiments in an online learning environment about the physics topic of Archimedes' principle. Conceptual knowledge was measured before and after the intervention using parallel forms of a knowledge test. Overall results showed significant learning gains in all three conditions, but no significant differences between conditions. However, learners who started with low prior knowledge showed a significantly higher learning gain in the EDT condition than in the two control conditions. This result indicates that the effect of providing learners with scaffolds does not follow a "one-size-fits-all" principle, but may depend on specific learner characteristics, such as prior knowledge.

Designing and conducting sound and informative experiments is an important aspect of inquiry learning. Students, however, often design experiments that do not allow them to reach conclusions. Considering the difficulties students experience with the process of designing experiments, additional guidance in the form of an Experiment Design Tool (EDT) was developed, together with reflection questions. In this study, 147 pre-university students worked in an online inquiry learning environment on buoyancy and Archimedes' principle. Students were randomly assigned to one of three conditions, each of which contained a different version of the EDT. Since students' prior knowledge has been found to influence the amount and type of guidance they need, the versions of the tool differed with respect to the level of guidance provided. A pre- and post-test were administered to assess students' conceptual knowledge. No overall differences between conditions were found. In a subsequent analysis, students were classified as either low, low-intermediate-, high-intermediate, or high prior knowledge students. For Archimedes' principle we found that low-intermediate prior knowledge students gained significantly more conceptual knowledge than low prior knowledge students in the fully guided condition. It is hypothesised that students need at least some prior knowledge in order to fully benefit from the guidance offered.

Compared to text, diagrams are superior in their ability to structure and summarize information and to show relations between concepts and ideas. Perceptual cues, like arrows, are expected to improve the retention of diagrams by guiding the learner towards important elements or showing a preferred reading sequence. In our experiment, we analyzed how students studied four different versions of informationally equivalent, but differently organized matrix diagrams on personality disorders. The diagram consisted of four header cells on top and four on the left, organizing the content into 16 body cells around four types of personality disorders and four categories within each type. Arrows connected the cells either from left to right or top-down. Participants were 81 university students. We found that the participants mainly studied the diagram based on the four types of personality disorders and that the arrows did not guide initial reading behavior. A post-test with retention questions showed that the participants performed better on the questions that focused on types than on the questions that focused on categories, regardless of the condition they were in. Our study has shown that in matrix diagrams the conceptual information guided reading behavior more than the orientation of the diagram and perceptual cues.

Diagrams organize by location. They give spatial cues for finding and recognizing information and for making inferences. In education, diagrams are often used to help students understand and recall information. This study assessed the influence of perceptual cues on reading behavior and subsequent retention. Eighty-two participants were assigned to one of four versions of a node-link diagram. The diagram consisted of header cells on the left and on top. These header cells organized the information in the body cells, which were connected by arrows. We used a between-subjects design with diagram orientation (header types on top or on the left) and cues orientation (arrows top-down or left-right) as independent variables. Reading process was measured through eye-tracking. Learning performance was assessed with a post test. The results showed that perceptual cues and header content had an additive effect on reading behavior. The reading patterns were strongest when the arrows and category headers both pointed in the same direction. This was reflected in recall. Participants performed better on post-test questions oriented on categories.

Research suggests that providing others with elaborated explanations is more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborative inquiry learning environment, we would expect that in a dyad learners with more domain-related contributions than their partners would learn more. In the paper we develop a method to examine the relation between domain-related chats and learning outcome for intuitive knowledge. We describe how we automatically extract domain-related messages, and score them based on domain-orientedness. The analysis confirms that there is a positive relation between a high score on domain-related chats and the learning improvement as measured by the difference between a post-test and a pre-test on intuitive knowledge.

Many individuals throughout Europe acquire knowledge and skills in an informal manner for which they find no official recognition. The CREDIT (Capabilities, Registration, Evaluation, Diagnosis and advice through Internet Technology) project develops a computer system that supports the assessment and accreditation process and provides advice on further training possibilities tailored to the level of knowledge and skills of individuals. (Contains 3 references.) (Author/AEF)

Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoretically, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical‐oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self‐generated concept maps. Methods: First‐year secondary vocational students (N = 91, Mage = 17.3 years) participated in this study, which utilized a pretest‐intervention‐posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self‐generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed. Lay Description: What is currently known about the subject matter: Creating a concept map can be an effective means to promote student learning by facilitating their knowledge monitoring.Students' knowledge often contains gaps and misconceptions, even after concept map creation.There is evidence that feedback is needed to realize an effect on students' learning. What is the paper adding to this: Innovative implementation of concept map feedback in a self‐directed online learning environment.Exploration of the added value of support to process concept map feedback.Focus on a generally overlooked and unique target group: secondary vocational students. What are the implications of study findings for practitioners: The adopted unique implementation of concept map feedback seems promising for increasing students' learning.When designing support for secondary vocational students it is necessary to take the unique characteristics of these learners into account. [ABSTRACT FROM AUTHOR]

In addition to the LOM standard and instructional design specifications, as well as domain specific indexing vocabularies, a structured indexing vocabulary for the more elementary learning objects is advisable in [...]

Inquiry learning is an effective learning approach if learners are properly guided. Its effectiveness depends on learners' prior knowledge, the domain, and their relationship. In a previous study we developed an Experiment Design Tool (EDT) guiding learners in designing experiments. The EDT significantly benefited low prior knowledge learners. For the current study the EDT was refined to also serve higher prior knowledge learners. Two versions were created; the "Constrained EDT" required learners to design minimally three experimental trials and apply CVS before they could conduct their experiment, and the "Open EDT" allowed learners to design as many trials as they wanted, and vary more than one variable. Three conditions were compared in terms of learning gains for learners having distinct levels of prior knowledge. Participants designed and conducted experiments within an online learning environment that (1) did not include an EDT, (2) included the Constrained EDT, or (3) included the Open EDT. Results indicated low prior knowledge learners to benefit most from the Constrained EDT (non-significant), low-intermediate prior knowledge learners from the Open EDT (significant), and high-intermediate prior knowledge learners from no EDT (non-significant). We advocate guidance to be configurable to serve learners with varying levels of prior knowledge. [ABSTRACT FROM AUTHOR]