Scaffolding Inquiry Learning with Digital Graphic Organizers to Develop Writing Skills

ID: 49508 Type: Full Paper: Other
  1. Karen Simmons and Amy Ackerman, Stockton University, United States

Thursday, June 30 10:00-10:30 AM Location: Pavilion Ballroom A

No presider for this session.

Abstract: This study examines using digital graphic organizers as online Inquiry-Based Learning (IBL) strategies to guide fourth grade students through the writing process to foster questioning, researching, note taking, and reporting. Results of a needs analysis conducted on 40, fourth graders in an American rural elementary school setting including diverse racial and socioeconomic backgrounds, indicated that three fourths were unable to demonstrate writing skills specific to adding details or reporting enjoyment of the writing process. To address these problematic inefficiencies, scaffolding strategies were implemented to support the students as they worked to build mind-maps in a digital environment. At the conclusion of this study, writing samples were compared and scored by an external examiner using a rubric. The results indicated a 49% increase in scores for students who received the intervention within a classroom and a 24% improvement over the control group in the study.


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