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Janice D. Gobert 《International Journal of Science Education》2013,35(9):937-977
Forty-seven fifth grade students (40 group-tested and 7 individually interviewed) read a text describing plate tectonics. At four points they drew diagrams of the spatial, causal, and dynamic processes inside the earth. These diagrams along with students' corresponding explanations, think-aloud protocols (for those individually interviewed), and answers to inference questions were analysed in order to characterize students' models of the interior of the earth, and models of its causal and dynamic processes. Types and characteristics of models, and reasoning associated with them are presented. Additionally, data from two exemplary students are presented as case studies. One student has considerable misunderstandings regarding both her understanding of the spatial layout of the interior of the earth and its causal mechanisms. The second student is more typical in terms of his initial models, but makes large gains in revising his understanding about the causal and dynamic processes inside the earth. In both cases, data are used to infer how each student used their diagrams as artefacts for externalizing knowledge, inference making, and model-revision. 相似文献
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In recent years, there has been increased interest in engagement during learning. This is of particular interest in the science, technology, engineering, and mathematics domains, in which many students struggle and where the United States needs skilled workers. This article lays out some issues important for framing research on this topic and provides a review of some existing work with similar goals on engagement in science learning. Specifically, here we seek to help better concretize engagement, a fuzzy construct, by operationalizing and detecting (i.e., identifying using a computational method) disengaged behaviors that are antithetical to engagement. We, in turn, describe our real-time detector (i.e., machine learned model) of disengaged behavior and how it was developed. Last, we address our ongoing research on how our detector of disengaged behavior will be used to intervene in real time to better support students' science inquiry learning in Inq-ITS (Inquiry-Intelligent Tutoring System; Gobert, Sao Pedro, Baker, Toto, & Montalvo, 2012; Gobert, Sao Pedro, Raziuddin, & Baker, 2013). 相似文献
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Buckley Barbara C. Gobert Janice D. Kindfield Ann C. H. Horwitz Paul Tinker Robert F. Gerlits Bobbi Wilensky Uri Dede Chris Willett John 《Journal of Science Education and Technology》2004,13(1):23-41
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper. 相似文献
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Journal of Science Education and Technology - A curriculum unit for middle school Earth Science called “What's on Your Plate?” was designed. The unit was implemented in several... 相似文献
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This research examines the beneficial effects of student‐generated diagrams versus student‐generated summaries on conceptual understanding in the domain of plate tectonics. Fifty‐eight Grade 5 students read a brief expository text about plate tectonics. During their reading of the text, students were asked to either draw diagrams, produce written summaries, or simply read the text (control). Conceptual understanding was measured by the diagrams and summaries which were generated during students' reading of the text, as well as by a posttest which assessed students' understanding of both spatial/static and causal/dynamic knowledge of the domain. Results indicated that the summaries generated during the reading of the text contained more domain‐related information than the diagrams which were generated during the reading of the text. However, on the posttest measures, the diagram group outperformed both the summary and text only groups in terms of understanding both the spatial/static as well as causal/dynamic aspects of the domain. Results are discussed with regard to the differential effects that generating diagrams as compared to generating summaries or simply reading has on both on‐line comprehension during reading and resulting conceptual understanding of the domain. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 39–53, 1999. 相似文献
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Journal of Science Education and Technology - 相似文献
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We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density. 相似文献
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