How do Openers Contribute to Student Learning?

dc.creator	Amber ZERTUCHE
dc.creator	Libby GERARD
dc.creator	Marcia C. LINN
dc.date	2012-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:38:15Z
dc.date.available	2015-07-20T22:38:15Z
dc.identifier	1307-9298
dc.identifier	https://doaj.org/article/a89d72a6aabb4eaf8834475d3ec07228
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23128
dc.description	Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study usestechnology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact ofteacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, 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 to revisit and refine their work, and to make significant learning gains, than students who do not participate 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 promote knowledge integration during the Opener motivate students to revise their ideas. The results suggestdesign principles for Openers in technology-enhanced instruction.
dc.language	English
dc.publisher	International Electronic Journal of Elementary Education
dc.relation	http://www.iejee.com/5_1_2012/IEJEE_5_1_79_92.pdf
dc.relation	https://doaj.org/toc/1307-9298
dc.source	International Electronic Journal of Elementary Education, Vol 5, Iss 1, Pp 79-92 (2012)
dc.subject	Technology
dc.subject	Science Education
dc.subject	Teaching Practices
dc.subject	Classroom Assessment
dc.subject	Formative Assessment
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	How do Openers Contribute to Student Learning?
dc.type	article