期刊
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
卷 38, 期 9, 页码 1548-1569出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500693.2016.1198969
关键词
Inquiry-based teaching; learning technologies; earth science education; automated assessment
资金
- National Science Foundation (NSF) DR K-12 grant [1119670]
- Direct For Computer & Info Scie & Enginr [1451604] Funding Source: National Science Foundation
- Div Of Information & Intelligent Systems [1451604] Funding Source: National Science Foundation
We compared two forms of automated guidance to support students' understanding of climate change in an online inquiry science unit. For specific guidance, we directly communicated ideas that were missing or misrepresented in student responses. For knowledge integration guidance, we provided hints or suggestions to motivate learners to analyze features of their response and seek more information. We guided both student-constructed energy flow diagrams and short essays at total of five times across an approximately week-long curriculum unit. Our results indicate that while specific guidance typically produced larger accuracy gains on responses within the curriculum unit, knowledge integration guidance produced stronger outcomes on a novel essay at posttest. Closer analysis revealed an association between the time spent revisiting a visualization and posttest scores on this summary essay, only for those students in the knowledge integration condition. We discuss how these gains in knowledge integration extend laboratory results related to 'desirable difficulties' and show how autonomous inquiry can be fostered through automated guidance.
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