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Jamshid Beheshti, Charles Cole, Andrew Large
Dhary Abuhimed, Isabelle LamoureuxSchool of Information Studies
McGill University
Middle school students’ experiences during an
enquiry-based learning project
Outline Objective BackgroundFrameworkMethodology ResultsConclusion
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Objective
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To determine cognitive and affective experiences of high school students during information seeking process for an enquiry-based learning projectPhase 1 of a larger project
Design intervention agents to assist students in their information seeking process
Background
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Children and teens are technology savvy, butLack basic information literacy skills
Fast searchers, but spend little time in evaluating informationRelevance of informationAccuracy of informationAuthority of information
Poor understanding of their information needsDifficulty in formulating effective search
strategiesUse natural language for searchingDifficulty in assessing relevance of a long list of
hitsUnsophisticated mental models
Framework: Kuhlthau’s Information Search Process
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Tasks Initiation Selection Exploration Formulation Collection Presentation----------------------------------------------------------------------------------------------------------------------------------------------------→Feelings uncertainly optimism confusion clarity sense of satisfaction
or(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague-------------------------------------→focused(cognitive) -----------------------------------------------→
increased interest
Actions seeking relevant information----------------------------→seeking pertinent information
(physical) exploring documenting
Methodology
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Private English-language high school in Montreal
Grade 8History Night projectTwo classes44 studentsDemographic/information survey
18 (41%) girls and 26 (59%) boys93% English as their first languageClaimed average of 6 years of Internet
experience
Demographics
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Activity Responses %
School work 42 97.7
Email 32 74.4
Chat 31 72.1
General information 30 69.8
Hobbies 27 62.8
Games 24 55.8
Methodology
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TaskHistory Night ProjectGroups / Individual projects
11 groups / 11 individualsChoose a historical topicResearchSubmit a Thesis StatementChoose a format for the a presentationPresent in classPresentation night
Mid-February – End of May
Methodology: instrument
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From the adjectives below, check (√) those that describe how you feel at this point in the project: ____ (2) Disappointed ____ (7) Doubtful____ (3) Frustrated ____ (8) Optimistic____ (4) Relieved ____ (9) Satisfied____ (5) Sure ____ (10) Uncertain____ (1) Confident ____ (6) Confused____ (11) Other_______________
Methodology: instrument
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What are you thinking now?
____ I should identify several possible topics (13)
____ I should seek information about my specific topic (14)
____ I should discuss my ideas with my classmates (15)
____I should discuss the project with my parents/brothers/sisters (16)
____I should discuss my ideas with my teacher (17)
____ I should choose a topic that has the potential for success (1)
____I should choose a topic that interests me (2)
____ I should organize my thoughts and ideas (3)
____ I should become informed about the topic (5)
____ I should understand the task before me (6)
____I should choose a topic that takes the least amount of time to complete the project (8)
____ I should get more interested and involved in ideas (9)
____ I should gain a sense of direction and clarity (10)
Analysis
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Based on weekly surveys30 dichotomous variables
22 included in the final analysisCronbach’s alpha = 0.746
consistencyFactor analysis
7 major components 5 FactorsGoals, Organization, Consultation, Positive
emotion, and Negative emotion
Results: Confidence Level
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F=1.966, df=11,397, p=0.030
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variablesSignificant Weeks (p=)
1-2 2-3 3-4 OverallSuccess .009 .000Interest .017 .030 .027
Alternatives .010 .000 .000Specific .017 .000Several topics
.010 .000
Factor I: Goals/Objectives
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Factor II: Knowledge/Information Management
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variablesSignificant Weeks (p=)
1-2 3-4 8-9 9-10 11-12 Overall
Organize .003 .000
Informed .000
Understand .003 .000
Clarity .057 .001 .000
Seek .002 .000
Involved 0.042
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Factor III: Consultation
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variables
Significant Weeks (p=)
7-8 9-10 10-11 11-12 Overall
Classmates .032
Parents .021 .032
Teacher .031 .043 .005 .029
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Factor IV: Positive Emotions
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variables
Significant Weeks (p=)
5-6 7-8 11-12 Overall
Confident .021
Optimistic
Relieved .033
Sure .000
Satisfied .032 .040
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Factor V: Negative Emotions
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variables
Significant Weeks (p=)
1-2 2-3 3-4 7-8 8-9 Overall
Frustrated .042 .042
Confused .012 .009
Doubtful .043
Uncertain .005 .000
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Conclusions
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Under imposed task:Five major factors
Goals/objectivesKnowledge / Information managementConsultationPositive emotionsNegative emotions
Phase II
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Bonded Design MethodologyDesign team
7 students and 5 researchersDeveloped a low-tech prototype research guide
Brainstorming for a topicGeneral researchSpecific researchThesis statement
HN project (2012)Research Guide was used by 100 grade eight
studentsObserved two grade 8 classes
Weekly surveys, interviewsCurrently, data collection phase
Thank you
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Questions, Comments, Suggestions, Criticisms, Compliments...
AcknowledgementsOur gratitude to
the school, teachers, and the studentsSSHRC