Incorporating vicarious learning environments with discourse scaffolds into physics classrooms

Scotty D. Craig, Joshua K. Brittingham, Joah Williams, Kyle R. Cheney, Barry Gholson

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

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.

Original languageEnglish (US)
Title of host publicationFrontiers in Artificial Intelligence and Applications
PublisherIOS Press
Pages680-682
Number of pages3
Edition1
ISBN (Print)9781607500285
DOIs
StatePublished - Jan 1 2009
Externally publishedYes

Publication series

NameFrontiers in Artificial Intelligence and Applications
Number1
Volume200
ISSN (Print)0922-6389

Keywords

  • Classroom research
  • Discourse Scaffolds
  • Physics
  • Vicarious learning

ASJC Scopus subject areas

  • Artificial Intelligence

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  • Cite this

    Craig, S. D., Brittingham, J. K., Williams, J., Cheney, K. R., & Gholson, B. (2009). Incorporating vicarious learning environments with discourse scaffolds into physics classrooms. In Frontiers in Artificial Intelligence and Applications (1 ed., pp. 680-682). (Frontiers in Artificial Intelligence and Applications; Vol. 200, No. 1). IOS Press. https://doi.org/10.3233/978-1-60750-028-5-680