#5975. Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

August 2026publication date
Proposal available till 07-06-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Education;
Human-Computer Interaction;
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Abstract:
Technology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect.
Keywords:
Affect; Science inquiry; Small group collaboration; Social network analysis; Teacher support; Technology

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