Incorporating vicarious learning environments with discourse scaffolds into physics classrooms
Abstract
The current study investigated the role of discourse scaffolds embedded into vicarious learning environments in classroom learning. In the current study, one of three vicarious learning conditions with varying levels of discourse scaffolds preceded standard instruction on seven classroom days. An explanation condition included deep questions, course content and explanations. In a question condition the explanations were deleted. A monologue condition contained only course content. The explanation condition participants showed significantly greater learning gains for daily sessions. Results are discussed in terms of presenting vicarious explanations and their role in classroom instruction. © 2009 The authors and IOS Press. All rights reserved.
Publication Title
Frontiers in Artificial Intelligence and Applications
Recommended Citation
Craig, S., Brittingham, J., Williams, J., Cheney, K., & Gholson, B. (2009). Incorporating vicarious learning environments with discourse scaffolds into physics classrooms. Frontiers in Artificial Intelligence and Applications, 200 (1), 680-682. https://doi.org/10.3233/978-1-60750-028-5-680
