2022
|
Gerard, Libby, Bradford, Allison, DeBarger, Angela, Wiley, Korah, Linn, Marcia C.: Cultivating Teacher Efficacy for Social Justice in Science. In: Science Scope, 45 (5), pp. 40–48, 2022. @article{gerard_cultivating_2022,
title = {Cultivating Teacher Efficacy for Social Justice in Science},
author = {Libby Gerard and Allison Bradford and Angela DeBarger and Korah Wiley and Marcia C. Linn},
year = {2022},
date = {2022-06-01},
journal = {Science Scope},
volume = {45},
number = {5},
pages = {40--48},
keywords = {ARISE},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby, Linn, Marcia C., Berkeley, U. C.: Computer-based guidance to support students’ revision of their science explanations. In: Computers & Education, 176 , pp. 104351, 2022, ISSN: 0360-1315. @article{gerard_computer-based_2022,
title = {Computer-based guidance to support students’ revision of their science explanations},
author = {Libby Gerard and Marcia C. Linn and U. C. Berkeley},
url = {https://www.sciencedirect.com/science/article/pii/S0360131521002281},
doi = {10.1016/j.compedu.2021.104351},
issn = {0360-1315},
year = {2022},
date = {2022-01-01},
urldate = {2022-04-13},
journal = {Computers & Education},
volume = {176},
pages = {104351},
abstract = {As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The knowledge integration framework, supported by new technologies including natural language processing, guided the design of the Annotator, a tool that models the revision process for students’ written explanations. This research investigates the added value of the Annotator compared to automated, adaptive guidance to support students to make integrated revisions to their science explanations and to strengthen knowledge integration. 798 6th and 7th-grade students from 4 schools participated in a study featuring pretests, posttests, embedded student explanations, student interviews and observations. Students using the Annotator who initially displayed unintegrated ideas were more likely to make integrated revisions to their explanations, than students receiving automated, adaptive guidance. These students also made greater knowledge integration revisions on the posttest one week later. Thus, modeling revision with the Annotator strengthened the ability of students who started with unintegrated ideas to explain scientific phenomena.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {article}
}
As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The knowledge integration framework, supported by new technologies including natural language processing, guided the design of the Annotator, a tool that models the revision process for students’ written explanations. This research investigates the added value of the Annotator compared to automated, adaptive guidance to support students to make integrated revisions to their science explanations and to strengthen knowledge integration. 798 6th and 7th-grade students from 4 schools participated in a study featuring pretests, posttests, embedded student explanations, student interviews and observations. Students using the Annotator who initially displayed unintegrated ideas were more likely to make integrated revisions to their explanations, than students receiving automated, adaptive guidance. These students also made greater knowledge integration revisions on the posttest one week later. Thus, modeling revision with the Annotator strengthened the ability of students who started with unintegrated ideas to explain scientific phenomena. |
2021
|
Bichler, Sarah, Gerard, Libby, Bradford, Allison, Linn, Marcia C.: Designing a remote professional development course to support teacher customization in science. In: Computers in Human Behavior, 123, 106814 , 2021, ISSN: 0747-5632. @article{bichler_designing_2021,
title = {Designing a remote professional development course to support teacher customization in science},
author = {Sarah Bichler and Libby Gerard and Allison Bradford and Marcia C. Linn},
url = {https://www.sciencedirect.com/science/article/pii/S0747563221001370},
doi = {10.1016/j.chb.2021.106814},
issn = {0747-5632},
year = {2021},
date = {2021-10-01},
urldate = {2022-01-04},
journal = {Computers in Human Behavior},
volume = {123, 106814},
abstract = {This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students’ prior work on the unit. A Curriculum Visualizer makes the pedagogy of the unit visible and guides planning for customization. Carefully curated small group activities using Zoom breakout rooms ensure that each teacher could share their thoughts, ideas, and impressions with other teachers. Participants were 23 science teachers from 12 different schools in a western U.S. state. We developed rubrics to code customization goals, plans, and moves using bottom-up methods and iterative refinement. Reflections on student work and use of the Curriculum Visualizer enabled teachers to set and refine customization goals and make evidence-based and pedagogy-aligned customization decisions that enhanced the interactive learning opportunities for their students. Our results reinforce the C-b model proposed by Sailer et al. (this issue) by illustrating the value of using technology to support collaborative, interactive PD activities.},
keywords = {ARISE, POWER, STRIDES},
pubstate = {published},
tppubtype = {article}
}
This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students’ prior work on the unit. A Curriculum Visualizer makes the pedagogy of the unit visible and guides planning for customization. Carefully curated small group activities using Zoom breakout rooms ensure that each teacher could share their thoughts, ideas, and impressions with other teachers. Participants were 23 science teachers from 12 different schools in a western U.S. state. We developed rubrics to code customization goals, plans, and moves using bottom-up methods and iterative refinement. Reflections on student work and use of the Curriculum Visualizer enabled teachers to set and refine customization goals and make evidence-based and pedagogy-aligned customization decisions that enhanced the interactive learning opportunities for their students. Our results reinforce the C-b model proposed by Sailer et al. (this issue) by illustrating the value of using technology to support collaborative, interactive PD activities. |
Bichler, Sarah, Gerard, Libby, Riordan, Brian, Lim-Breitbart, Jonathan, Bradford, Allison, Billings, Kelly, Linn, Marcia: Using Learning Analytics to Assess Students’ Ideas and Generate Reports for Real Time Use and Curriculum Customization [Poster presentation]. In: National Science Foundation, 2021. @inproceedings{bichler_using_2021,
title = {Using Learning Analytics to Assess Students’ Ideas and Generate Reports for Real Time Use and Curriculum Customization [Poster presentation]},
author = {Sarah Bichler and Libby Gerard and Brian Riordan and Jonathan Lim-Breitbart and Allison Bradford and Kelly Billings and Marcia Linn},
doi = {10.13140/RG.2.2.12710.24649},
year = {2021},
date = {2021-07-01},
publisher = {National Science Foundation},
abstract = {The STRIDES project uses state-of-the-art technology and natural language processing (NLP) models to provide teachers with detailed evidence of students’ progress in achieving the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). The Teacher Action Planner (TAP) in the STRIDES web-based curriculum environment presents patterns in students’ evolving understanding in real time and provides research- based activities for the teacher to respond to students’ ideas. STRIDES professional development activities guide teachers to customize the curricula to address diverse students’ evolving ideas.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
The STRIDES project uses state-of-the-art technology and natural language processing (NLP) models to provide teachers with detailed evidence of students’ progress in achieving the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). The Teacher Action Planner (TAP) in the STRIDES web-based curriculum environment presents patterns in students’ evolving understanding in real time and provides research- based activities for the teacher to respond to students’ ideas. STRIDES professional development activities guide teachers to customize the curricula to address diverse students’ evolving ideas. |
Bichler, Sarah, King-Chen, Jennifer, Gerard, Libby, Riordan, Brian, Lim-Breitbart, Jonathan, Bradford, Allison, Billings, Kelly, Linn, Marcia: Supporting Teachers in Responsive Instruction to Develop Expertise in Science (STRIDES) vphantomPoster presentation]. In: National Science Foundation, 2021. @inproceedings{bichler_supporting_2021,
title = {Supporting Teachers in Responsive Instruction to Develop Expertise in Science (STRIDES) vphantomPoster presentation]},
author = {Sarah Bichler and Jennifer King-Chen and Libby Gerard and Brian Riordan and Jonathan Lim-Breitbart and Allison Bradford and Kelly Billings and Marcia Linn},
doi = {10.13140/RG.2.2.19421.13285},
year = {2021},
date = {2021-07-01},
publisher = {National Science Foundation},
abstract = {The STRIDES project uses state-of-the-art technology and natural language processing (NLP) models to provide teachers with detailed evidence of students’ progress in achieving the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). The Teacher Action Planner (TAP) in the STRIDES web-based curriculum environment presents patterns in students’ evolving understanding in real time and provides research- based activities for the teacher to respond to students’ ideas. STRIDES professional development activities guide teachers to customize the curricula to address diverse students’ evolving ideas.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
The STRIDES project uses state-of-the-art technology and natural language processing (NLP) models to provide teachers with detailed evidence of students’ progress in achieving the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). The Teacher Action Planner (TAP) in the STRIDES web-based curriculum environment presents patterns in students’ evolving understanding in real time and provides research- based activities for the teacher to respond to students’ ideas. STRIDES professional development activities guide teachers to customize the curricula to address diverse students’ evolving ideas. |
Linn, M. C.: Science Learning with Virtual Experiments (Symposium Discussant). In: Proceedings of the 15th International Conference of the Learning Sciences (ICLS), pp. 811–818, International Society of the Learning Sciences, 2021. @inproceedings{linn_science_2021,
title = {Science Learning with Virtual Experiments (Symposium Discussant)},
author = {M. C. Linn},
url = {https://2021.isls.org/proceedings/},
year = {2021},
date = {2021-06-01},
booktitle = {Proceedings of the 15th International Conference of the Learning Sciences (ICLS)},
pages = {811--818},
publisher = {International Society of the Learning Sciences},
abstract = {This symposium explores multiple perspectives on integrating virtual experiments in science education. The papers report on virtual experiments as replacements for physical experiments or as supplements to physical experiments at several educational levels (i.e., preschool, middle school, and university) and for varied learning objectives. The six papers in the symposium analyze ways to design guidance and scaffolding for virtual laboratories; illustrate how virtual experiments could supplement physical experiments in a school science lesson; and assess how a combination of virtual and physical experiments affects learning. The symposium includes an interactive discussion of the implications of virtual experiments for the future of science education.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This symposium explores multiple perspectives on integrating virtual experiments in science education. The papers report on virtual experiments as replacements for physical experiments or as supplements to physical experiments at several educational levels (i.e., preschool, middle school, and university) and for varied learning objectives. The six papers in the symposium analyze ways to design guidance and scaffolding for virtual laboratories; illustrate how virtual experiments could supplement physical experiments in a school science lesson; and assess how a combination of virtual and physical experiments affects learning. The symposium includes an interactive discussion of the implications of virtual experiments for the future of science education. |
Brondfield, Sam, Blum, Alexander, Lee, Kewchang, Linn, Marcia, O’Sullivan, Patricia S.: The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence. In: Academic Medicine, Publish Ahead of Print , 2021, ISSN: 1040-2446. @article{brondfield_cognitive_2021,
title = {The Cognitive Load of Inpatient Consults: Development of the Consult Cognitive Load Instrument and Initial Validity Evidence},
author = {Sam Brondfield and Alexander Blum and Kewchang Lee and Marcia Linn and Patricia S. O’Sullivan},
url = {https://journals.lww.com/academicmedicine/abstract/9000/the_cognitive_load_of_inpatient_consults_.96679.aspx},
doi = {10.1097/ACM.0000000000004178},
issn = {1040-2446},
year = {2021},
date = {2021-06-01},
urldate = {2021-06-07},
journal = {Academic Medicine},
volume = {Publish Ahead of Print},
abstract = {Purpose:
Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults.
Method:
In 2018\textendash2019, the authors developed the CCL at the University of California, San Francisco, using Wilson’s constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components.
Results:
Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared to the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults.
Conclusions:
This study generated initial validity evidence to support the CCL’s use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores to reference scores to promote reflection, metacognition, and coaching.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Purpose:
Fellows and residents provide inpatient consultations. Though consults vary considerably, measuring the associated cognitive load (CL) is key to guiding faculty on how to optimize learning during consults. However, existing CL instruments, such as the unidimensional Paas scale, cannot separate the 3 components of CL and may miss the nuances of consult CL. Therefore, the authors developed the Consult Cognitive Load (CCL) instrument to measure the 3 CL components during consults.
Method:
In 2018–2019, the authors developed the CCL at the University of California, San Francisco, using Wilson’s constructive approach to measurement. To generate content and response process validity evidence, the authors consulted the literature and experts to generate construct maps, items, and a scoring rubric and conducted cognitive interviews. They administered the CCL to internal medicine and psychiatry trainees across 5 University of California campuses and used Rasch family and linear regression models to assess internal structure validity and relationships to key predictor variables. They compared the CCL with the Paas scale using Wright maps and used latent correlations to support separating CL into 3 components.
Results:
Analysis revealed appropriate fit statistics, appropriate mean respondent location increases across all levels, threshold banding, and expected relationships with key predictor variables. The CCL provided more coverage of the 3 CL components compared to the Paas scale. Correlations among the 3 CL components were not strong, suggesting that the CCL offers more nuance than a unidimensional measure of CL in the context of consults.
Conclusions:
This study generated initial validity evidence to support the CCL’s use as a measure of consult CL and supports measuring the 3 CL components separately rather than as a single construct in the context of consults. Learners and faculty could compare learner CCL scores to reference scores to promote reflection, metacognition, and coaching. |
Kucirkova, Natalia, Gerard, Libby, Linn, Marcia C.: Designing personalised instruction: A research and design framework. In: British Journal of Educational Technology, 2021, ISSN: 1467-8535, (_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13119). @article{kucirkova_designing_2021,
title = {Designing personalised instruction: A research and design framework},
author = {Natalia Kucirkova and Libby Gerard and Marcia C. Linn},
url = {https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13119},
doi = {https://doi.org/10.1111/bjet.13119},
issn = {1467-8535},
year = {2021},
date = {2021-05-01},
urldate = {2021-05-24},
journal = {British Journal of Educational Technology},
abstract = {Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi-structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that professionals value each type of personalisation opportunity (eg, customising for age-appropriate content, supports for student choice, automated guidance based on learner responses) and identify challenges (eg, trade-offs between adaptive and standardised instruction). Three research/design dilemmas emerged: individualisation and equity; group customisation and individual benefit; and adaptation and validity of measurement. We discuss these dilemmas in relation to three categories of personalisation: customisation by designers or teachers to support a specific audience (grade level, course, community); individualisation to support user choice (of book to read, project topic); and adaptation of instructional activities based on automated analysis of logged user performance (performance metrics, natural language processing, cumulative indicators). We suggest some guiding questions for a generative agenda for future research on personalised instruction. Practitioner notes What is already known about this topic Personalised learning is popular among educational professionals. Personalised design has multiple and inconsistent definitions. A shared framework for personalised instruction would facilitate research and design. What this paper adds A succinct but comprehensive definition of personalised education. Perspectives on personalisation from an international group of practitioners and designers. A framework including three dilemmas to guide future research on the design and practice of personalised instruction. Implications for practice and/or policy A shared definition of personalisation can support communication across diverse stakeholders. The framework can guide future design and instruction with personalised educational technology. The framework identifies dilemmas that illustrate ethical pathways for policy-makers responsible for personalised education.},
note = {_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13119},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi-structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that professionals value each type of personalisation opportunity (eg, customising for age-appropriate content, supports for student choice, automated guidance based on learner responses) and identify challenges (eg, trade-offs between adaptive and standardised instruction). Three research/design dilemmas emerged: individualisation and equity; group customisation and individual benefit; and adaptation and validity of measurement. We discuss these dilemmas in relation to three categories of personalisation: customisation by designers or teachers to support a specific audience (grade level, course, community); individualisation to support user choice (of book to read, project topic); and adaptation of instructional activities based on automated analysis of logged user performance (performance metrics, natural language processing, cumulative indicators). We suggest some guiding questions for a generative agenda for future research on personalised instruction. Practitioner notes What is already known about this topic Personalised learning is popular among educational professionals. Personalised design has multiple and inconsistent definitions. A shared framework for personalised instruction would facilitate research and design. What this paper adds A succinct but comprehensive definition of personalised education. Perspectives on personalisation from an international group of practitioners and designers. A framework including three dilemmas to guide future research on the design and practice of personalised instruction. Implications for practice and/or policy A shared definition of personalisation can support communication across diverse stakeholders. The framework can guide future design and instruction with personalised educational technology. The framework identifies dilemmas that illustrate ethical pathways for policy-makers responsible for personalised education. |
Linn, Marcia C., McBride, Elizabeth, Gerard, Libby, Kidron, Ady: For The Future of Education - Technology Matters. In: In Focus — Magazine of the UNESCO International Bureau of Education, 2021. @article{linn_for_2021,
title = {For The Future of Education - Technology Matters},
author = {Marcia C. Linn and Elizabeth McBride and Libby Gerard and Ady Kidron},
url = {http://ibe-infocus.org/articles/for-the-future-of-education/},
year = {2021},
date = {2021-02-01},
urldate = {2021-05-07},
journal = {In Focus \textemdash Magazine of the UNESCO International Bureau of Education},
abstract = {Self-directed learning often demands that the learner interpret conflicting information, seek clarification, and make informed decisions about personal dilemmas. How can technology help students develop the knowledge and skills to self-direct their learning throughout life?},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Self-directed learning often demands that the learner interpret conflicting information, seek clarification, and make informed decisions about personal dilemmas. How can technology help students develop the knowledge and skills to self-direct their learning throughout life? |
Boda, Phillip A., Bathia, Shruti, Linn, Marcia C.: Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory. In: Journal of Research in Science Teaching, 58 (2), pp. 225–248, 2021, ISSN: 1098-2736, (_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21653). @article{boda_longitudinal_2021,
title = {Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory},
author = {Phillip A. Boda and Shruti Bathia and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21653},
doi = {https://doi.org/10.1002/tea.21653},
issn = {1098-2736},
year = {2021},
date = {2021-01-01},
urldate = {2021-05-07},
journal = {Journal of Research in Science Teaching},
volume = {58},
number = {2},
pages = {225--248},
abstract = {Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6\textendash8) across a 3-year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6\textendash8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment.},
note = {_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21653},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6–8) across a 3-year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6–8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment. |
Bradford, Allison, Linn, Marcia: Supporting Students to Choose Consequential Science Projects. 2021. @misc{bradford_supporting_2021,
title = {Supporting Students to Choose Consequential Science Projects},
author = {Allison Bradford and Marcia Linn},
year = {2021},
date = {2021-01-01},
abstract = {This study explores how a partnership of teachers and researchers can support students to choose their own consequential final projects. We examine two years of instruction with a unit about global climate change (GCC) featuring a student chosen project. In the first year, the partnership analyzed student work and observed that students conflated human activities that impact climate and those that broadly impact the environment. The partnership refined the unit and instruction before the second year. In both years, students gained insights into GCC. The refined instruction supported some students to select more consequential topics for their final projects. These results illustrate promising directions for refinement and reveal the challenges of helping students to distinguish among complex environmental processes.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {misc}
}
This study explores how a partnership of teachers and researchers can support students to choose their own consequential final projects. We examine two years of instruction with a unit about global climate change (GCC) featuring a student chosen project. In the first year, the partnership analyzed student work and observed that students conflated human activities that impact climate and those that broadly impact the environment. The partnership refined the unit and instruction before the second year. In both years, students gained insights into GCC. The refined instruction supported some students to select more consequential topics for their final projects. These results illustrate promising directions for refinement and reveal the challenges of helping students to distinguish among complex environmental processes. |
Riordan, Brian, Bichler, Sarah, Bradford, Allison, Linn, Marcia: Analyzing Automated Content Scoring for Knowledge Integration in Science Explanations Using Saliency Maps. In: 2021. @inproceedings{riordan_analyzing_2021,
title = {Analyzing Automated Content Scoring for Knowledge Integration in Science Explanations Using Saliency Maps},
author = {Brian Riordan and Sarah Bichler and Allison Bradford and Marcia Linn},
year = {2021},
date = {2021-01-01},
abstract = {Models for automated scoring of content in educational applications continue to demonstrate improvements in human-machine agreement, but it remains to be demonstrated that the models achieve gains for the “right” reasons. For providing reliable scoring and feedback, both high accuracy and construct coverage are crucial. In this work, we provide an in-depth quantitative and qualitative analysis of automated scoring models for science explanations of middle school students in an online learning environment that leverages saliency maps to explore the reasons for individual model score predictions. Our analysis reveals that top-performing models can arrive at the same predictions for very different reasons, and that current model architectures have difficulty detecting ideas in student responses beyond keywords.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Models for automated scoring of content in educational applications continue to demonstrate improvements in human-machine agreement, but it remains to be demonstrated that the models achieve gains for the “right” reasons. For providing reliable scoring and feedback, both high accuracy and construct coverage are crucial. In this work, we provide an in-depth quantitative and qualitative analysis of automated scoring models for science explanations of middle school students in an online learning environment that leverages saliency maps to explore the reasons for individual model score predictions. Our analysis reveals that top-performing models can arrive at the same predictions for very different reasons, and that current model architectures have difficulty detecting ideas in student responses beyond keywords. |
Dimitriadis, Yannis, Martínez-Maldonado, Roberto, Wiley, Korah: Human-Centered Design Principles for Actionable Learning Analytics. In: Thrasyvoulos Tsiatsos, Stavros Demetriadis, Anastasios Mikropoulos, Vasileios Dagdilelis (Ed.): Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives, pp. 277–296, Springer International Publishing, Cham, 2021, ISBN: 978-3-030-64363-8. @incollection{dimitriadis_human-centered_2021,
title = {Human-Centered Design Principles for Actionable Learning Analytics},
author = {Yannis Dimitriadis and Roberto Mart\'{i}nez-Maldonado and Korah Wiley},
editor = {Thrasyvoulos Tsiatsos and Stavros Demetriadis and Anastasios Mikropoulos and Vasileios Dagdilelis},
url = {https://doi.org/10.1007/978-3-030-64363-8_15},
doi = {10.1007/978-3-030-64363-8_15},
isbn = {978-3-030-64363-8},
year = {2021},
date = {2021-01-01},
urldate = {2021-07-27},
booktitle = {Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives},
pages = {277--296},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {incollection}
}
Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems. |
Billings, Kelly, Gerard, Libby, Linn, Marcia C.: Improving Teacher Noticing of Students' Science Ideas with a Dashboard. In: E. deVries, Y. Hod, J. Ahn (Ed.): Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021, pp. 482–489, International Society of the Learning Sciences, 2021. @inproceedings{billings_improving_2021,
title = {Improving Teacher Noticing of Students' Science Ideas with a Dashboard},
author = {Kelly Billings and Libby Gerard and Marcia C. Linn},
editor = {E. deVries and Y. Hod and J. Ahn},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the 15th International Conference of the Learning Sciences \textendash ICLS 2021},
pages = {482--489},
publisher = {International Society of the Learning Sciences},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Bradford, Allison, Bichler, Sarah, Linn, Marcia C.: Designing a Workshop to Support Teacher Customization of Curricula. In: E. Vries, J. Ahn, Y. Hod (Ed.): pp. 100–115, International Society of the Learning Sciences, 2021. @inproceedings{bradford_designing_2021,
title = {Designing a Workshop to Support Teacher Customization of Curricula},
author = {Allison Bradford and Sarah Bichler and Marcia C. Linn},
editor = {E. Vries and J. Ahn and Y. Hod},
year = {2021},
date = {2021-01-01},
pages = {100--115},
publisher = {International Society of the Learning Sciences},
keywords = {ARISE, STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
2020
|
Riordan, Brian, Bichler, Sarah, Bradford, Allison, Chen, Jennifer King, Wiley, Korah, Gerard, Libby, Linn, Marcia C.: An empirical investigation of neural methods for content scoring of science explanations. In: Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications, pp. 135–144, Association for Computational Linguistics, Seattle, WA, USA → Online, 2020. @inproceedings{riordan_empirical_2020,
title = {An empirical investigation of neural methods for content scoring of science explanations},
author = {Brian Riordan and Sarah Bichler and Allison Bradford and Jennifer King Chen and Korah Wiley and Libby Gerard and Marcia C. Linn},
url = {https://www.aclweb.org/anthology/2020.bea-1.13},
doi = {10.18653/v1/2020.bea-1.13},
year = {2020},
date = {2020-07-01},
urldate = {2021-05-07},
booktitle = {Proceedings of the Fifteenth Workshop on Innovative Use of NLP for Building Educational Applications},
pages = {135--144},
publisher = {Association for Computational Linguistics},
address = {Seattle, WA, USA → Online},
abstract = {With the widespread adoption of the Next Generation Science Standards (NGSS), science teachers and online learning environments face the challenge of evaluating students' integration of different dimensions of science learning. Recent advances in representation learning in natural language processing have proven effective across many natural language processing tasks, but a rigorous evaluation of the relative merits of these methods for scoring complex constructed response formative assessments has not previously been carried out. We present a detailed empirical investigation of feature-based, recurrent neural network, and pre-trained transformer models on scoring content in real-world formative assessment data. We demonstrate that recent neural methods can rival or exceed the performance of feature-based methods. We also provide evidence that different classes of neural models take advantage of different learning cues, and pre-trained transformer models may be more robust to spurious, dataset-specific learning cues, better reflecting scoring rubrics.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
With the widespread adoption of the Next Generation Science Standards (NGSS), science teachers and online learning environments face the challenge of evaluating students' integration of different dimensions of science learning. Recent advances in representation learning in natural language processing have proven effective across many natural language processing tasks, but a rigorous evaluation of the relative merits of these methods for scoring complex constructed response formative assessments has not previously been carried out. We present a detailed empirical investigation of feature-based, recurrent neural network, and pre-trained transformer models on scoring content in real-world formative assessment data. We demonstrate that recent neural methods can rival or exceed the performance of feature-based methods. We also provide evidence that different classes of neural models take advantage of different learning cues, and pre-trained transformer models may be more robust to spurious, dataset-specific learning cues, better reflecting scoring rubrics. |
Linn, Marcia C.: Personalizing Online Instruction with Help from Natural Language Processing. 2020. @misc{linn_personalizing_2020,
title = {Personalizing Online Instruction with Help from Natural Language Processing},
author = {Marcia C. Linn},
url = {https://kidrec.github.io/2020/},
year = {2020},
date = {2020-06-01},
abstract = {This talk discusses ways we are using real-time, autoscored student data along with research-derived instructional customizations via a digital teacher report (the Teacher Action Plan, or TAP) to inform both teacher practice (implementation of responsive instruction) and student learning (as evidenced by their written and revised explanations for an embedded milestone assessment item).},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {misc}
}
This talk discusses ways we are using real-time, autoscored student data along with research-derived instructional customizations via a digital teacher report (the Teacher Action Plan, or TAP) to inform both teacher practice (implementation of responsive instruction) and student learning (as evidenced by their written and revised explanations for an embedded milestone assessment item). |
Chen, Jennifer King, Bradford, Allison, Linn, Marcia: Examining the Impact of Student Choice in Online Science Investigations. In: Melissa Gresalfi, Iliana Seidel Horn (Ed.): The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, pp. 1705–1708, International Society of the Learning Sciences (ISLS), Nashville, TN, 2020. @inproceedings{chen_examining_2020,
title = {Examining the Impact of Student Choice in Online Science Investigations},
author = {Jennifer King Chen and Allison Bradford and Marcia Linn},
editor = {Melissa Gresalfi and Iliana Seidel Horn},
url = {https://repository.isls.org//handle/1/6404},
year = {2020},
date = {2020-06-01},
urldate = {2021-05-07},
booktitle = {The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020},
volume = {3},
pages = {1705--1708},
publisher = {International Society of the Learning Sciences (ISLS)},
address = {Nashville, TN},
abstract = {Incorporating choice into instruction can promote learning that builds upon learners’ prior knowledge and interests. We present our results from the combined analysis of data collected across six classroom comparison studies investigating the impact of choice-based curriculum units with middle and high school science students. By “choice” we mean that students are able to decide for themselves which investigation modules (among a curated set of options offered within the curriculum unit) to complete to advance their understanding. Analysis of the combined data set (total N = 661) revealed a significant difference in overall pre-to-post learning gains in favor of students in the choice condition (compared to students in the no-choice, or standard condition). Our findings provide evidence for the value of implementing student choice compared to typical instruction that assigns students to learning activities in a predetermined sequence regardless of learner preference or interest.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Incorporating choice into instruction can promote learning that builds upon learners’ prior knowledge and interests. We present our results from the combined analysis of data collected across six classroom comparison studies investigating the impact of choice-based curriculum units with middle and high school science students. By “choice” we mean that students are able to decide for themselves which investigation modules (among a curated set of options offered within the curriculum unit) to complete to advance their understanding. Analysis of the combined data set (total N = 661) revealed a significant difference in overall pre-to-post learning gains in favor of students in the choice condition (compared to students in the no-choice, or standard condition). Our findings provide evidence for the value of implementing student choice compared to typical instruction that assigns students to learning activities in a predetermined sequence regardless of learner preference or interest. |
McBride, Elizabeth, Linn, Marcia, Vitale, Jonathan: Interpreting Graphs to Distinguish Factors That Impact Climate Change. In: Melissa Gresalfi, Iliana Seidel Horn (Ed.): The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, pp. 1653–1656, International Society of the Learning Sciences (ISLS), Nashville, TN, 2020, (Publisher: International Society of the Learning Sciences (ISLS)). @inproceedings{mcbride_interpreting_2020,
title = {Interpreting Graphs to Distinguish Factors That Impact Climate Change},
author = {Elizabeth McBride and Marcia Linn and Jonathan Vitale},
editor = {Melissa Gresalfi and Iliana Seidel Horn},
url = {https://repository.isls.org//handle/1/6390},
year = {2020},
date = {2020-06-01},
urldate = {2021-05-07},
booktitle = {The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020},
volume = {3},
pages = {1653--1656},
publisher = {International Society of the Learning Sciences (ISLS)},
address = {Nashville, TN},
abstract = {Scientists use models and graphs to distinguish among factors that impact a phenomenon (for example, the impact of CO2 accumulation on climate change) and factors that do not impact the phenomenon (for example the role of ozone depletion on climate change). In this paper, we compare two forms of exploration of time series line graphs: plan and typical. In the plan condition, students plan an experiment with a model by graphing the level of a system parameter (e.g., concentration of greenhouse gases) and the predicted response of an outcome variable (e.g., temperature). They then run the model to observe the accuracy of their predictions. In the typical condition, students run the simulation immediately and adjust the parameter level as they see fit. Students produced more informative experiments in the plan condition than the typical condition. Students in the plan condition made inferences by comparing their prediction to the outcome.},
note = {Publisher: International Society of the Learning Sciences (ISLS)},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Scientists use models and graphs to distinguish among factors that impact a phenomenon (for example, the impact of CO2 accumulation on climate change) and factors that do not impact the phenomenon (for example the role of ozone depletion on climate change). In this paper, we compare two forms of exploration of time series line graphs: plan and typical. In the plan condition, students plan an experiment with a model by graphing the level of a system parameter (e.g., concentration of greenhouse gases) and the predicted response of an outcome variable (e.g., temperature). They then run the model to observe the accuracy of their predictions. In the typical condition, students run the simulation immediately and adjust the parameter level as they see fit. Students produced more informative experiments in the plan condition than the typical condition. Students in the plan condition made inferences by comparing their prediction to the outcome. |
Wiley, Korah J., Dimitriadis, Yannis, Bradford, Allison, Linn, Marica C.: From theory to action: developing and evaluating learning analytics for learning design. In: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pp. 569–578, ACM, Frankfurt Germany, 2020, ISBN: 978-1-4503-7712-6. @inproceedings{wiley_theory_2020,
title = {From theory to action: developing and evaluating learning analytics for learning design},
author = {Korah J. Wiley and Yannis Dimitriadis and Allison Bradford and Marica C. Linn},
url = {https://dl.acm.org/doi/10.1145/3375462.3375540},
doi = {10.1145/3375462.3375540},
isbn = {978-1-4503-7712-6},
year = {2020},
date = {2020-03-01},
urldate = {2021-05-07},
booktitle = {Proceedings of the Tenth International Conference on Learning Analytics & Knowledge},
pages = {569--578},
publisher = {ACM},
address = {Frankfurt Germany},
abstract = {The effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the principles of learning analytics Implementation Design. Our methodology for the design process draws upon the principle of the Orchestrating for Learning Analytics framework to engage stakeholders (i.e. teachers, researchers, and developers). The resulting learning analytics were aligned to unit activities that engaged students in key aspects of the knowledge integration process. They provided teachers with actionable insight into their students’ understanding at critical junctures in the learning process. We demonstrate the efficacy of the learning analytics in supporting the optimization of the unit’s learning design. We conclude by synthesizing the principles that guided our design process into a framework for developing and evaluating learning analytics for learning design.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
The effectiveness of using learning analytics for learning design primarily depends upon two concepts: grounding and alignment. This is the primary conjecture for the study described in this paper. In our design-based research study, we design, test, and evaluate teacher-facing learning analytics for an online inquiry science unit on global climate change. We design our learning analytics in accordance with a socioconstructivism-based pedagogical framework, called Knowledge Integration, and the principles of learning analytics Implementation Design. Our methodology for the design process draws upon the principle of the Orchestrating for Learning Analytics framework to engage stakeholders (i.e. teachers, researchers, and developers). The resulting learning analytics were aligned to unit activities that engaged students in key aspects of the knowledge integration process. They provided teachers with actionable insight into their students’ understanding at critical junctures in the learning process. We demonstrate the efficacy of the learning analytics in supporting the optimization of the unit’s learning design. We conclude by synthesizing the principles that guided our design process into a framework for developing and evaluating learning analytics for learning design. |
Riordan, Brian, Cahill, Aoife, Chen, Jennifer King, Wiley, Kora, Bradford, Allison, Gerard, Libby: Identifying NGSS-Aligned Ideas in Student Science Explanations. In: New York, NY, 2020. @inproceedings{riordan_identifying_2020,
title = {Identifying NGSS-Aligned Ideas in Student Science Explanations},
author = {Brian Riordan and Aoife Cahill and Jennifer King Chen and Kora Wiley and Allison Bradford and Libby Gerard},
year = {2020},
date = {2020-02-01},
address = {New York, NY},
abstract = {With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations of ideas and reasoning. With the widespread adoption of the Next Generation Science Standards (NGSS), an important goal is identifying the alignment of student ideas with NGSS-defined dimensions of proficiency. We develop a set of constructed response formative assessment items that call for students to express and integrate ideas across multiple dimensions of the NGSS and explore the effectiveness of state-of-the-art neural sequence-labeling methods for identifying discourse-level expressions of ideas that align with the NGSS. We discuss challenges for idea detection task in the formative science assessment context.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations of ideas and reasoning. With the widespread adoption of the Next Generation Science Standards (NGSS), an important goal is identifying the alignment of student ideas with NGSS-defined dimensions of proficiency. We develop a set of constructed response formative assessment items that call for students to express and integrate ideas across multiple dimensions of the NGSS and explore the effectiveness of state-of-the-art neural sequence-labeling methods for identifying discourse-level expressions of ideas that align with the NGSS. We discuss challenges for idea detection task in the formative science assessment context. |
Riordan, Brian, Wiley, Korah, Chen, Jennifer King, Bradford, Allison, Gerard, Libby, Linn, Marcia C.: Automated scoring of science explanations for multiple NGSS dimensions and knowledge integration. In: 2020. @inproceedings{riordan_automated_2020,
title = {Automated scoring of science explanations for multiple NGSS dimensions and knowledge integration},
author = {Brian Riordan and Korah Wiley and Jennifer King Chen and Allison Bradford and Libby Gerard and Marcia C. Linn},
year = {2020},
date = {2020-01-01},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Chen, Jennifer King: Impact of Autoscored Student Data Reports on Teacher Customizations and Students' Science Learning. In: Portland, OR, 2020. @inproceedings{king_chen_impact_2020,
title = {Impact of Autoscored Student Data Reports on Teacher Customizations and Students' Science Learning},
author = {Jennifer King Chen},
year = {2020},
date = {2020-01-01},
address = {Portland, OR},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Bradford, Allison, Gerard, Elizabeth: Supporting Teachers to Customize Science Curriculum for Self-directed Learning Impacts Both Teacher and Student Learning. In: Portland, OR, 2020. @inproceedings{bradford_supporting_2020,
title = {Supporting Teachers to Customize Science Curriculum for Self-directed Learning Impacts Both Teacher and Student Learning},
author = {Allison Bradford and Elizabeth Gerard},
year = {2020},
date = {2020-01-01},
address = {Portland, OR},
keywords = {POWER},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Gerard, Libby, Wiley, Korah, Bradford, Allison, King-Chen, Jennifer, Lim-Breitbart, Jonathan, Linn, Marcia C: Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions. In: Melissa Gresalfi, Iliana Seidel Horn (Ed.): The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, pp. 2077–2084, International Society of the Learning Sciences (ISLS), Nashville, TN, 2020. @inproceedings{gerard_impact_2020,
title = {Impact of a Teacher Action Planner that Captures Student Ideas on Teacher Customization Decisions},
author = {Libby Gerard and Korah Wiley and Allison Bradford and Jennifer King-Chen and Jonathan Lim-Breitbart and Marcia C Linn},
editor = {Melissa Gresalfi and Iliana Seidel Horn},
year = {2020},
date = {2020-01-01},
booktitle = {The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020},
volume = {4},
pages = {2077--2084},
publisher = {International Society of the Learning Sciences (ISLS)},
address = {Nashville, TN},
abstract = {This design-based research takes advantage of advanced technologies to support teachers to rapidly respond to evidence about student ideas generated in their classrooms. Leveraging advances in natural language processing methods, the Teacher Action Planner (TAP) analyzes students’ written explanations embedded in web-based inquiry projects to provide teachers with a report on student progress in developing the three-dimensional understanding called for by the Next Generation Science Standards. Based on the pattern in student scores, the TAP recommends research-based ways for teachers to customize instruction. This study examines how ten middle school teachers in 4 schools used the analysis of student ideas and suggestions for instructional customization presented in the TAP. This paper reports on how well their implemented customizations addressed student learning needs. It concludes with a discussion of the implications of the findings for redesign of the TAP.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
This design-based research takes advantage of advanced technologies to support teachers to rapidly respond to evidence about student ideas generated in their classrooms. Leveraging advances in natural language processing methods, the Teacher Action Planner (TAP) analyzes students’ written explanations embedded in web-based inquiry projects to provide teachers with a report on student progress in developing the three-dimensional understanding called for by the Next Generation Science Standards. Based on the pattern in student scores, the TAP recommends research-based ways for teachers to customize instruction. This study examines how ten middle school teachers in 4 schools used the analysis of student ideas and suggestions for instructional customization presented in the TAP. This paper reports on how well their implemented customizations addressed student learning needs. It concludes with a discussion of the implications of the findings for redesign of the TAP. |
Pea, Roy, Linn, Marcia C.: Personal Perspectives on the Emergence of the Learning Sciences: 1970s–2005. In: Frontiers in Education, 5 , pp. 130, 2020, ISSN: 2504-284X. @article{pea_personal_2020,
title = {Personal Perspectives on the Emergence of the Learning Sciences: 1970s\textendash2005},
author = {Roy Pea and Marcia C. Linn},
url = {https://www.frontiersin.org/article/10.3389/feduc.2020.00130},
doi = {10.3389/feduc.2020.00130},
issn = {2504-284X},
year = {2020},
date = {2020-01-01},
urldate = {2021-08-13},
journal = {Frontiers in Education},
volume = {5},
pages = {130},
abstract = {We describe the emergence of the interdisciplinary learning sciences field and its consequential transformations, drawing on experiences that brought us together. Starting with our undergraduate years, the account culminates with the formation of the International Society of the Learning Sciences (ISLS). We identify six themes shaping the emergence of the learning sciences and our own trajectories: (a) broadening the community and incorporating new disciplinary perspectives; (b) appropriating and developing new methods; (c) reconceptualizing challenges; (d) creating artifacts; (e) developing abstractions; and (f) developing people. We intend this personal account to stimulate new initiatives and deepening insights as the journey of the learning sciences continues.},
keywords = {CLASS, GRIDS, PLANS, POWER, STRIDES},
pubstate = {published},
tppubtype = {article}
}
We describe the emergence of the interdisciplinary learning sciences field and its consequential transformations, drawing on experiences that brought us together. Starting with our undergraduate years, the account culminates with the formation of the International Society of the Learning Sciences (ISLS). We identify six themes shaping the emergence of the learning sciences and our own trajectories: (a) broadening the community and incorporating new disciplinary perspectives; (b) appropriating and developing new methods; (c) reconceptualizing challenges; (d) creating artifacts; (e) developing abstractions; and (f) developing people. We intend this personal account to stimulate new initiatives and deepening insights as the journey of the learning sciences continues. |
Gerard, Libby, Linn, Marcia C.: Does student choice of guidance during inquiry learning improve outcomes?. In: 2020. @inproceedings{gerard_does_2020,
title = {Does student choice of guidance during inquiry learning improve outcomes?},
author = {Libby Gerard and Marcia C. Linn},
year = {2020},
date = {2020-01-01},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Gerard, Libby, Linn, Marcia C.: Learning to revise: Using Annotation to Model Integrated Revision of Explanations. In: Portland, OR, 2020. @inproceedings{gerard_learning_2020,
title = {Learning to revise: Using Annotation to Model Integrated Revision of Explanations},
author = {Libby Gerard and Marcia C. Linn},
year = {2020},
date = {2020-01-01},
address = {Portland, OR},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
2019
|
Gerard, Libby, Kidron, Ady, Linn, Marcia C.: Guiding collaborative revision of science explanations. In: International Journal of Computer-Supported Collaborative Learning, 2019, ISSN: 1556-1615. @article{gerard_guiding_2019,
title = {Guiding collaborative revision of science explanations},
author = {Libby Gerard and Ady Kidron and Marcia C. Linn},
url = {https://doi.org/10.1007/s11412-019-09298-y},
doi = {10.1007/s11412-019-09298-y},
issn = {1556-1615},
year = {2019},
date = {2019-05-01},
urldate = {2019-12-06},
journal = {International Journal of Computer-Supported Collaborative Learning},
abstract = {This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning. We study how one teacher customizes the automated guidance tools and incorporates it with her in-class monitoring system to guide 98 student pairs in meaningful revision of two science explanations embedded in an online plate tectonics unit. Our study draws on video and audio recordings of teacher-student interactions during instruction as well as on student responses to pretest, embedded and posttest assessments. The findings reveal five distinct strategies the teacher used to guide student pairs in collaborative revision. The teacher’s strategies draw on the automated guidance to personalize guidance of student ideas. The teacher’s guidance system supported all pairs to engage in two rounds of revision for the two explanations in the unit. Students made more substantial revisions on posttest than on pretest yet the percentage of students who engaged in revision overall remained small. Results can inform the design of teacher professional development for guiding student pairs in collaborative revision in a computer-supported environment.},
keywords = {PLANS, STRIDES},
pubstate = {published},
tppubtype = {article}
}
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning. We study how one teacher customizes the automated guidance tools and incorporates it with her in-class monitoring system to guide 98 student pairs in meaningful revision of two science explanations embedded in an online plate tectonics unit. Our study draws on video and audio recordings of teacher-student interactions during instruction as well as on student responses to pretest, embedded and posttest assessments. The findings reveal five distinct strategies the teacher used to guide student pairs in collaborative revision. The teacher’s strategies draw on the automated guidance to personalize guidance of student ideas. The teacher’s guidance system supported all pairs to engage in two rounds of revision for the two explanations in the unit. Students made more substantial revisions on posttest than on pretest yet the percentage of students who engaged in revision overall remained small. Results can inform the design of teacher professional development for guiding student pairs in collaborative revision in a computer-supported environment. |
Harrison, E.: Revision Analysis of Students’ Position-Time Graphs. In: Computersupported collaborative learning, 2 , pp. 927–928, 2019. @article{harrison_revision_2019,
title = {Revision Analysis of Students’ Position-Time Graphs},
author = {E. Harrison},
url = {https://par.nsf.gov/biblio/10181648-revision-analysis-students-position-time-graphs},
year = {2019},
date = {2019-01-01},
urldate = {2021-05-24},
journal = {Computersupported collaborative learning},
volume = {2},
pages = {927--928},
abstract = {We investigated a constructive and an example-based scaffold when learning from dynamic visualizations about climate change. Learners collaboratively or individually generated a diagram that represented energy flow (constructive scaffold) or observed a peer learner generating the diagram (example-based scaffold). We hypothesized that collaborative learners would benefit more from the constructive than the example-based scaffold, but that the opposite would be the case for individual learners. Seventy-one university students were randomly allocated to conditions in the 2X2 between-subjects design. Climate change understanding was measured at pre- and posttest. Preliminary results supported our hypothesis. We conclude that the constructive scaffold elicited questions that led to deep engagement in the collaborative condition, resulting in better understanding. Individual learners possibly failed to recognize crucial concepts in the constructive condition because they had questions but nobody to discuss with. They profited more from the example-based scaffold which emphasized central concepts of climate change.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
We investigated a constructive and an example-based scaffold when learning from dynamic visualizations about climate change. Learners collaboratively or individually generated a diagram that represented energy flow (constructive scaffold) or observed a peer learner generating the diagram (example-based scaffold). We hypothesized that collaborative learners would benefit more from the constructive than the example-based scaffold, but that the opposite would be the case for individual learners. Seventy-one university students were randomly allocated to conditions in the 2X2 between-subjects design. Climate change understanding was measured at pre- and posttest. Preliminary results supported our hypothesis. We conclude that the constructive scaffold elicited questions that led to deep engagement in the collaborative condition, resulting in better understanding. Individual learners possibly failed to recognize crucial concepts in the constructive condition because they had questions but nobody to discuss with. They profited more from the example-based scaffold which emphasized central concepts of climate change. |
Vitale, Jonathan M., Applebaum, Lauren, Linn, Marcia C.: Coordinating between Graphs and Science Concepts: Density and Buoyancy. In: Cognition and Instruction, 37 (1), pp. 38–72, 2019, ISSN: 0737-0008. @article{vitale_coordinating_2019,
title = {Coordinating between Graphs and Science Concepts: Density and Buoyancy},
author = {Jonathan M. Vitale and Lauren Applebaum and Marcia C. Linn},
url = {https://doi.org/10.1080/07370008.2018.1539736},
doi = {10.1080/07370008.2018.1539736},
issn = {0737-0008},
year = {2019},
date = {2019-01-01},
urldate = {2019-05-10},
journal = {Cognition and Instruction},
volume = {37},
number = {1},
pages = {38--72},
abstract = {Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities. In the analyze condition, students plotted a set of data points selected to help clarify the relationship between mass, volume, and buoyancy, and then interacted with a guided simulation to improve their plotting accuracy. In the generate condition, students chose their own data points, and then interacted with a guided simulation to test and revise their choices. We found that, although analyze participants were more likely to construct accurate graphs, generate participants were more likely to develop a coherent understanding of density and buoyancy. Analyses of process data and interviews suggest that generate participants grappled with the mass-volume ratio by deliberately testing points and identifying patterns as they updated their understanding of science concepts. In contrast, analyze participants displayed less deliberate exploration of the graph space. We discuss how activities that integrate graph interpretation and concept refinement can deepen science learning.},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities. In the analyze condition, students plotted a set of data points selected to help clarify the relationship between mass, volume, and buoyancy, and then interacted with a guided simulation to improve their plotting accuracy. In the generate condition, students chose their own data points, and then interacted with a guided simulation to test and revise their choices. We found that, although analyze participants were more likely to construct accurate graphs, generate participants were more likely to develop a coherent understanding of density and buoyancy. Analyses of process data and interviews suggest that generate participants grappled with the mass-volume ratio by deliberately testing points and identifying patterns as they updated their understanding of science concepts. In contrast, analyze participants displayed less deliberate exploration of the graph space. We discuss how activities that integrate graph interpretation and concept refinement can deepen science learning. |
Matuk, Camillia, Zhang, Jiayuan, Uk, Irina, Linn, Marcia C.: Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer. In: Journal of Research in Science Teaching, 56 (7), pp. 905–936, 2019, ISSN: 1098-2736. @article{matuk_qualitative_2019,
title = {Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer},
author = {Camillia Matuk and Jiayuan Zhang and Irina Uk and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21533},
doi = {10.1002/tea.21533},
issn = {1098-2736},
year = {2019},
date = {2019-01-01},
urldate = {2019-09-23},
journal = {Journal of Research in Science Teaching},
volume = {56},
number = {7},
pages = {905--936},
abstract = {Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach. In contrast to quantitative graphs, which can lead students to focus too narrowly on the mechanics of plotting points, qualitative graphs can encourage students to relate graphical representations to their conceptual meaning. Guided by the Knowledge Integration framework, which recognizes and guides students in integrating their diverse ideas about science, we incorporated qualitative graphing activities into a seventh grade web-based inquiry unit about cell division and cancer treatment. In Study 1, we characterized the kinds of graphs students generated in terms of their integration of graphical and scientific knowledge. We also found that students (n = 30) using the unit made significant learning gains based on their pretest to post-test scores. In Study 2, we compared students' performance in two versions of the same unit: One that had students construct, and second that had them critique qualitative graphs. Results showed that both activities had distinct benefits, and improved students' (n = 117) integrated understanding of graphs and science. Specifically, critiquing graphs helped students improve their scientific explanations within the unit, while constructing graphs led students to link key science ideas within both their in-unit and post-unit explanations. We discuss the relative affordances and constraints of critique and construction activities, and observe students' common misunderstandings of graphs. In all, this study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach. In contrast to quantitative graphs, which can lead students to focus too narrowly on the mechanics of plotting points, qualitative graphs can encourage students to relate graphical representations to their conceptual meaning. Guided by the Knowledge Integration framework, which recognizes and guides students in integrating their diverse ideas about science, we incorporated qualitative graphing activities into a seventh grade web-based inquiry unit about cell division and cancer treatment. In Study 1, we characterized the kinds of graphs students generated in terms of their integration of graphical and scientific knowledge. We also found that students (n = 30) using the unit made significant learning gains based on their pretest to post-test scores. In Study 2, we compared students' performance in two versions of the same unit: One that had students construct, and second that had them critique qualitative graphs. Results showed that both activities had distinct benefits, and improved students' (n = 117) integrated understanding of graphs and science. Specifically, critiquing graphs helped students improve their scientific explanations within the unit, while constructing graphs led students to link key science ideas within both their in-unit and post-unit explanations. We discuss the relative affordances and constraints of critique and construction activities, and observe students' common misunderstandings of graphs. In all, this study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts. |
Chen, J. Y. King, Linn, M. C.: Impact of choice on students’ use of an experimentation model for investigating ideas about thermodynamics. In: Computer-supported collaborative learning, International Society of the Learning Sciences, 2019. @inproceedings{king_chen_impact_2019,
title = {Impact of choice on students’ use of an experimentation model for investigating ideas about thermodynamics},
author = {J. Y. King Chen and M. C. Linn},
url = {https://par.nsf.gov/biblio/10106365-impact-choice-students-use-experimentation-model-investigating-ideas-about-thermodynamics},
year = {2019},
date = {2019-01-01},
urldate = {2019-09-23},
booktitle = {Computer-supported collaborative learning},
volume = {2},
publisher = {International Society of the Learning Sciences},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Wiley, K., Bradford, A., Linn, M. C.: Supporting Collaborative Curriculum Customizations Using the Knowledge Integration Framework. In: Computer-supported collaborative learning, pp. 480–487, International Society of the Learning Sciences, 2019. @inproceedings{wiley_supporting_2019,
title = {Supporting Collaborative Curriculum Customizations Using the Knowledge Integration Framework},
author = {K. Wiley and A. Bradford and M. C. Linn},
url = {https://par.nsf.gov/biblio/10106811-supporting-collaborative-curriculum-customizations-using-knowledge-integration-framework},
year = {2019},
date = {2019-01-01},
urldate = {2019-09-23},
booktitle = {Computer-supported collaborative learning},
volume = {1},
pages = {480--487},
publisher = {International Society of the Learning Sciences},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Harrison, E., Gerard, L. F., Linn, M. C.: Supporting meaningful revision of scientific ideas in an online Genetics unit. In: Computer-supported collaborative learning (CSCL), pp. 885–886, International Society of the Learning Sciences, 2019. @inproceedings{harrison_supporting_2019,
title = {Supporting meaningful revision of scientific ideas in an online Genetics unit},
author = {E. Harrison and L. F. Gerard and M. C. Linn},
year = {2019},
date = {2019-01-01},
booktitle = {Computer-supported collaborative learning (CSCL)},
volume = {2},
pages = {885--886},
publisher = {International Society of the Learning Sciences},
abstract = {This research investigates two ways to encourage revision of scientific essays an online genetics unit. Revising is difficult for students, due partly to lack of practice and guidance. We examine the effects of two activities designed to support gaining ideas from evidence by comparing an essay annotator activity that models the essay revision process (text) to an activity in which students annotate screenshots of interactive models from the unit (model). All students improved in their ability to revise, but low prior knowledge students benefited more from the text annotator condition.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
This research investigates two ways to encourage revision of scientific essays an online genetics unit. Revising is difficult for students, due partly to lack of practice and guidance. We examine the effects of two activities designed to support gaining ideas from evidence by comparing an essay annotator activity that models the essay revision process (text) to an activity in which students annotate screenshots of interactive models from the unit (model). All students improved in their ability to revise, but low prior knowledge students benefited more from the text annotator condition. |
Gerard, L. F., Bradford, A., Lim-Breitbart, J. M., Wiley, K., Linn, M. C.: How does a research-based instructional framework support teachers’ customization of web-based curriculum?. In: Baltimore, MD, 2019. @inproceedings{gerard_how_2019,
title = {How does a research-based instructional framework support teachers’ customization of web-based curriculum?},
author = {L. F. Gerard and A. Bradford and J. M. Lim-Breitbart and K. Wiley and M. C. Linn},
year = {2019},
date = {2019-01-01},
address = {Baltimore, MD},
abstract = {Teachers are being called upon to rapidly customize their instruction to help students develop the integrated understanding called for by the Next Generation Science Standards (NGSS). With little support to do so, this has resulted in many teachers using a disparate assortment of online and instructor-led activities. We developed and tested a professional development model to support teachers’ use of a learning science framework to evaluateactivities and integrate them into a sequence to facilitate their students’ development ofintegrated understanding of NGSS performance expectations. We tested the model with 19teachers from 5 school districts. Data includes workshop artifacts, videotaped observations and teachers’ written reflections; student learning outcomes between original and customized unitwill be collected in the upcoming school year. Findings suggest teachers made three types ofcustomizations: (a) integrating their own successful activities with the web-based activities, (b) making the unit more personally relevant for students, and (c) adding new, relevant web-based activities that engaged students in NGSS practices. The overarching goal for customizations was to promote integrated understanding of the aligned PE’s. Teachers reported a sense of ownership for the customized materials. Implications for creating a web-based curriculum planning tool forscience teachers are discussed.},
keywords = {POWER},
pubstate = {published},
tppubtype = {inproceedings}
}
Teachers are being called upon to rapidly customize their instruction to help students develop the integrated understanding called for by the Next Generation Science Standards (NGSS). With little support to do so, this has resulted in many teachers using a disparate assortment of online and instructor-led activities. We developed and tested a professional development model to support teachers’ use of a learning science framework to evaluateactivities and integrate them into a sequence to facilitate their students’ development ofintegrated understanding of NGSS performance expectations. We tested the model with 19teachers from 5 school districts. Data includes workshop artifacts, videotaped observations and teachers’ written reflections; student learning outcomes between original and customized unitwill be collected in the upcoming school year. Findings suggest teachers made three types ofcustomizations: (a) integrating their own successful activities with the web-based activities, (b) making the unit more personally relevant for students, and (c) adding new, relevant web-based activities that engaged students in NGSS practices. The overarching goal for customizations was to promote integrated understanding of the aligned PE’s. Teachers reported a sense of ownership for the customized materials. Implications for creating a web-based curriculum planning tool forscience teachers are discussed. |
Teasley, Stephanie D., Chan, Carol, Goldman, Susan R., Gomez, Kimberley, Kolodner, Janet L., Linn, Marcia C., Pinkard, Nichole, Rummel, Nikol: Mid-career workshop: 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019. In: A Wide Lens, 2019, (Publisher: International Society of the Learning Sciences (ISLS)). @article{teasley_mid-career_2019,
title = {Mid-career workshop: 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019},
author = {Stephanie D. Teasley and Carol Chan and Susan R. Goldman and Kimberley Gomez and Janet L. Kolodner and Marcia C. Linn and Nichole Pinkard and Nikol Rummel},
editor = {Kristine Lund and Gerald P. Niccolai and Elise Lavoue and Cindy Hmelo-Silver and Gahgene Gweon and Michael Baker},
url = {http://www.scopus.com/inward/record.url?scp=85073340516&partnerID=8YFLogxK},
year = {2019},
date = {2019-01-01},
urldate = {2021-12-08},
journal = {A Wide Lens},
series = {Computer-Supported Collaborative Learning Conference, CSCL},
note = {Publisher: International Society of the Learning Sciences (ISLS)},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
Lee, Hee-Sun, McNamara, Danielle, Bracey, Zoë Buck, Wilson, Christopher, Osborne, Jonathan, Haudek, Kevin C, Liu, Ou Lydia, Pallant, Amy, Gerard, Libby, Linn, Marcia C, Sherin, Bruce: Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning. In: K. Lund, G. P. Niccolai, E. Lavoue, C. E. Hmelo-Silver, G. Gweon, M. Baker (Ed.): A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, pp. 743–750, International Society of the Learning Sciences, Lyon, France, 2019. @inproceedings{lee_computerized_2019,
title = {Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning},
author = {Hee-Sun Lee and Danielle McNamara and Zo\"{e} Buck Bracey and Christopher Wilson and Jonathan Osborne and Kevin C Haudek and Ou Lydia Liu and Amy Pallant and Libby Gerard and Marcia C Linn and Bruce Sherin},
editor = {K. Lund and G. P. Niccolai and E. Lavoue and C. E. Hmelo-Silver and G. Gweon and M. Baker},
year = {2019},
date = {2019-01-01},
booktitle = {A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings},
pages = {743--750},
publisher = {International Society of the Learning Sciences},
address = {Lyon, France},
abstract = {Rapid advancements in computing have enabled automatic analyses of written texts created in educational settings. The purpose of this symposium is to survey several applications of computerized text analyses used in the research and development of productive learning environments. Four featured research projects have developed or been working on (1) equitable automated scoring models for scientific argumentation for English Language Learners, (2) a real-time, adjustable formative assessment system to promote student revision of uncertaintyinfused scientific arguments, (3) a web-based annotation tool to support student revision of scientific essays, and (4) a new research methodology that analyzes teacher-produced text in online professional development courses. These projects will provide unique insights towards assessment and research opportunities associated with a variety of computerized text analysis approaches.},
keywords = {STRIDES},
pubstate = {published},
tppubtype = {inproceedings}
}
Rapid advancements in computing have enabled automatic analyses of written texts created in educational settings. The purpose of this symposium is to survey several applications of computerized text analyses used in the research and development of productive learning environments. Four featured research projects have developed or been working on (1) equitable automated scoring models for scientific argumentation for English Language Learners, (2) a real-time, adjustable formative assessment system to promote student revision of uncertaintyinfused scientific arguments, (3) a web-based annotation tool to support student revision of scientific essays, and (4) a new research methodology that analyzes teacher-produced text in online professional development courses. These projects will provide unique insights towards assessment and research opportunities associated with a variety of computerized text analysis approaches. |
Wiley, Korah J., Bradford, Allison, Pardos, Zachary, Linn, Marcia C.: Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction. In: Collin F. Lynch, Agathe Merceron, Michel Desmarais, Roger Nkambou (Ed.): Proceedings of The 12th International Conference on Educational Data Mining (EDM 2019), pp. 675–678, 2019. @inproceedings{wiley_beyond_2019,
title = {Beyond Autoscoring: Extracting Conceptual Connections from Essays for Classroom Instruction},
author = {Korah J. Wiley and Allison Bradford and Zachary Pardos and Marcia C. Linn},
editor = {Collin F. Lynch and Agathe Merceron and Michel Desmarais and Roger Nkambou},
year = {2019},
date = {2019-01-01},
booktitle = {Proceedings of The 12th International Conference on Educational Data Mining (EDM 2019)},
pages = {675--678},
abstract = {While automated essay evaluation techniques have dramatically reduced instructors' grading burden, they fall short of providing instructors with the rich qualitative insights into students' sense making process that a careful read of essays can afford. In this study, we demonstrate how word embed
ding techniques can serve as a complement to automated
scoring, providing instructors with valuable near-time insight into how their students are conceptualizing targeted lesson concepts. For this study, we use a post-test essay associated with two Web-based Inquiry Science Enrivonment
(WISE) units that provides instruction about how the sun
causes increases in temperature. We create word2vec models fit to students' c-rater scored essay responses at each score level of a rubric designed to assess students' integrated understanding of targeted concepts. Using cosine similarity, we identify, with statistically reliability, the ideas that students at each score level of the rubric used in relation to the
concepts targeted in the essay prompt. Our instructor interview reveals the validity of the results in providing insight into students' ideas, differentiated across understanding levels.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
While automated essay evaluation techniques have dramatically reduced instructors' grading burden, they fall short of providing instructors with the rich qualitative insights into students' sense making process that a careful read of essays can afford. In this study, we demonstrate how word embed
ding techniques can serve as a complement to automated
scoring, providing instructors with valuable near-time insight into how their students are conceptualizing targeted lesson concepts. For this study, we use a post-test essay associated with two Web-based Inquiry Science Enrivonment
(WISE) units that provides instruction about how the sun
causes increases in temperature. We create word2vec models fit to students' c-rater scored essay responses at each score level of a rubric designed to assess students' integrated understanding of targeted concepts. Using cosine similarity, we identify, with statistically reliability, the ideas that students at each score level of the rubric used in relation to the
concepts targeted in the essay prompt. Our instructor interview reveals the validity of the results in providing insight into students' ideas, differentiated across understanding levels. |
2018
|
Matuk, Camillia, Linn, Marcia C.: Why and how do middle school students exchange ideas during science inquiry?. In: International Journal of Computer-Supported Collaborative Learning, 13 (3), pp. 263–299, 2018, ISSN: 1556-1615. @article{matuk_why_2018,
title = {Why and how do middle school students exchange ideas during science inquiry?},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://doi.org/10.1007/s11412-018-9282-1},
doi = {10.1007/s11412-018-9282-1},
issn = {1556-1615},
year = {2018},
date = {2018-09-01},
urldate = {2019-05-10},
journal = {International Journal of Computer-Supported Collaborative Learning},
volume = {13},
number = {3},
pages = {263--299},
abstract = {Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers’ instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students’ ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students’ scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers’ ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers’ ideas.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers’ instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students’ ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students’ scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers’ ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers’ ideas. |
Matuk, Camillia, Linn, Marcia C.: Why and how do middle school students exchange ideas during science inquiry?. In: International Journal of Computer-Supported Collaborative Learning, 13 (3), pp. 263–299, 2018, ISSN: 1556-1615. @article{matuk_why_2018-1,
title = {Why and how do middle school students exchange ideas during science inquiry?},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://doi.org/10.1007/s11412-018-9282-1},
doi = {10.1007/s11412-018-9282-1},
issn = {1556-1615},
year = {2018},
date = {2018-09-01},
urldate = {2019-05-10},
journal = {International Journal of Computer-Supported Collaborative Learning},
volume = {13},
number = {3},
pages = {263--299},
abstract = {Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers’ instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students’ ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students’ scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers’ ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers’ ideas.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning. We used the Idea Manager, a curriculum-integrated tool that enables students to collect and exchange ideas during science inquiry projects. We investigated how students exchanged ideas, how these exchanges impacted the explanations they ultimately produced, and how the tool impacted teachers’ instruction. We implemented the tool with 297 grade 7 students, who were studying a web-based unit on cancer and cell division. Among other results, we found a relationship between the diversity of students’ ideas, and the sources of those ideas (i.e., whether they came from the students themselves or from their peers), and the quality of students’ scientific explanations. Specifically, students who collected more unique ideas (i.e., ideas not already represented in their private idea collections) as opposed to redundant ideas (i.e., ideas that reiterated ideas already present in their private idea collections) tended to write poorer explanations; and students who generated their own redundant ideas, as opposed to choosing peers’ ideas that were redundant, tended to write better explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with peers’ ideas. |
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.: Distributed practice in classroom inquiry science learning. In: Learning: Research and Practice, 4 (2), pp. 180–202, 2018, ISSN: 2373-5082. @article{svihla_distributed_2018,
title = {Distributed practice in classroom inquiry science learning},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {https://doi.org/10.1080/23735082.2017.1371321},
doi = {10.1080/23735082.2017.1371321},
issn = {2373-5082},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-09},
journal = {Learning: Research and Practice},
volume = {4},
number = {2},
pages = {180--202},
abstract = {This study is inspired by laboratory studies demonstrating that distributing study sessions over time better supports learning and retention than clustering sessions. We compare two implementations of a multi-day inquiry science unit: in the clustered instruction condition, students completed an inquiry unit in five consecutive class periods. In the distributed instruction condition, students completed one activity per week for five weeks. Both conditions resulted in significant and similar gains in understanding and retention overall. Students’ self-directed revisits to previously studied materials differed by condition, with students in the clustered condition tending to visit materials studied on previous days. These distal revisits explained variance in delayed post-test scores as an interaction effect with condition. Students in the clustered condition who revisited distal materials tended to score higher on the delayed post-test, whereas those in the distributed condition who did so tended to score lower. Our findings illustrate the complexity of realising laboratory findings in classrooms under real-world conditions.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
This study is inspired by laboratory studies demonstrating that distributing study sessions over time better supports learning and retention than clustering sessions. We compare two implementations of a multi-day inquiry science unit: in the clustered instruction condition, students completed an inquiry unit in five consecutive class periods. In the distributed instruction condition, students completed one activity per week for five weeks. Both conditions resulted in significant and similar gains in understanding and retention overall. Students’ self-directed revisits to previously studied materials differed by condition, with students in the clustered condition tending to visit materials studied on previous days. These distal revisits explained variance in delayed post-test scores as an interaction effect with condition. Students in the clustered condition who revisited distal materials tended to score higher on the delayed post-test, whereas those in the distributed condition who did so tended to score lower. Our findings illustrate the complexity of realising laboratory findings in classrooms under real-world conditions. |
Harrison, Emily Jean, Gerard, Libby, Linn, Marcia: Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit. In: J Kay, R Luckin (Ed.): Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, pp. 816–823, International Society of the Learning Sciences, London, UK, 2018. @inproceedings{harrison_encouraging_2018,
title = {Encouraging Revision of Scientific Ideas with Critique in an Online Genetics Unit},
author = {Emily Jean Harrison and Libby Gerard and Marcia Linn},
editor = {J Kay and R Luckin},
url = {https://repository.isls.org//handle/1/502},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-10},
booktitle = {Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018},
volume = {2},
pages = {816--823},
publisher = {International Society of the Learning Sciences},
address = {London, UK},
abstract = {Encouraging students to revise their scientific ideas after encountering new evidence is essential to science learning, but has proven challenging. We investigated the merit of critique in promoting revision. 315 students participated in an online genetics unit where we investigated how critique affects the nature and frequency of revisions made to student essays. Students in the critique condition explain what is wrong or missing from several common non-normative student ideas regarding difficult topics in genetics. We compare this to a method used in the past to encourage students to add new ideas to their essays; students in the revisit condition are directed back to relevant information and interactive models rather than practicing critique. Students in the critique condition were more likely to revise their essays at all, especially students with low prior knowledge. Students that practiced critique were also significantly more likely to add new ideas to their revisions.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Encouraging students to revise their scientific ideas after encountering new evidence is essential to science learning, but has proven challenging. We investigated the merit of critique in promoting revision. 315 students participated in an online genetics unit where we investigated how critique affects the nature and frequency of revisions made to student essays. Students in the critique condition explain what is wrong or missing from several common non-normative student ideas regarding difficult topics in genetics. We compare this to a method used in the past to encourage students to add new ideas to their essays; students in the revisit condition are directed back to relevant information and interactive models rather than practicing critique. Students in the critique condition were more likely to revise their essays at all, especially students with low prior knowledge. Students that practiced critique were also significantly more likely to add new ideas to their revisions. |
Linn, Marcia, Eylon, Bat-Sheva, Kidron, Adi, Gerard, Libby, Toutkoushian, Emily, Ryoo, Kihyun “Kelly”, Bedell, Kristin Dana Bedell, Swearingen, Amanda, Clark, Doug, Virk, Satyugjit, Barnes, Jackie, Adams, Deanne, Ben-Horin, Hava, Kali, Yael, Tal, Tali, Sagy, Ornit, Acosta, Alisa, Slotta, Jim, Matuk, Camillia, Hovey, Christopher M., Hurwich, Talia A., Sarmiento, Juan Pablo, Chiu, Jennifer, Bywater, Jim P., Hong, James, Osborne, Jonathan, Laurillard, Dianna: Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions. In: J Kay, R Luckin (Ed.): Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, pp. 1259–1266, International Society of the Learning Sciences, London, UK, 2018, (Publisher: International Society of the Learning Sciences, Inc. [ISLS].). @inproceedings{linn_knowledge_2018,
title = {Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions},
author = {Marcia Linn and Bat-Sheva Eylon and Adi Kidron and Libby Gerard and Emily Toutkoushian and Kihyun “Kelly” Ryoo and Kristin Dana Bedell Bedell and Amanda Swearingen and Doug Clark and Satyugjit Virk and Jackie Barnes and Deanne Adams and Hava Ben-Horin and Yael Kali and Tali Tal and Ornit Sagy and Alisa Acosta and Jim Slotta and Camillia Matuk and Christopher M. Hovey and Talia A. Hurwich and Juan Pablo Sarmiento and Jennifer Chiu and Jim P. Bywater and James Hong and Jonathan Osborne and Dianna Laurillard},
editor = {J Kay and R Luckin},
url = {https://repository.isls.org//handle/1/602},
year = {2018},
date = {2018-07-01},
urldate = {2021-12-08},
booktitle = {Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018},
volume = {2},
pages = {1259--1266},
publisher = {International Society of the Learning Sciences},
address = {London, UK},
abstract = {Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentional, life-long learners in the digital age.},
note = {Publisher: International Society of the Learning Sciences, Inc. [ISLS].},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentional, life-long learners in the digital age. |
McBride, Elizabeth, Vitale, Jonathan, Linn, Marcia: Learning Design Through Science vs. Science Through Design. In: 2018. @article{mcbride_learning_2018,
title = {Learning Design Through Science vs. Science Through Design},
author = {Elizabeth McBride and Jonathan Vitale and Marcia Linn},
url = {https://repository.isls.org//handle/1/474},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-10},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
|
McBride, Elizabeth, Vitale, Jonathan, Linn, Marcia: Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models. In: J Kay, R Luckin (Ed.): Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, pp. 1393–1394, International Society of the Learning Sciences, London, UK, 2018. @inproceedings{mcbride_middle_2018,
title = {Middle School Student Ideas on the Relative Affordances of Physical and Virtual Models},
author = {Elizabeth McBride and Jonathan Vitale and Marcia Linn},
editor = {J Kay and R Luckin},
url = {https://repository.isls.org//handle/1/641},
year = {2018},
date = {2018-07-01},
urldate = {2019-05-10},
booktitle = {Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018},
volume = {3},
pages = {1393--1394},
publisher = {International Society of the Learning Sciences},
address = {London, UK},
abstract = {This research investigates students’ perceived differences between doing activities in hands-on versus virtual environments. Students explored an interactive virtual model of a solar oven and then built and tested a physical solar oven. We found that students often questioned the accuracy of virtual models, yet come to recognize the value of features in the virtual model, including visualizations of energy flow and ability to analyze trends in graphs.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
This research investigates students’ perceived differences between doing activities in hands-on versus virtual environments. Students explored an interactive virtual model of a solar oven and then built and tested a physical solar oven. We found that students often questioned the accuracy of virtual models, yet come to recognize the value of features in the virtual model, including visualizations of energy flow and ability to analyze trends in graphs. |
Vitale, Jonathan M., Linn, Marcia C.: Designing Virtual Laboratories to Foster Knowledge Integration: Buoyancy and Density. In: Michael E. Auer, Abul K. M. Azad, Arthur Edwards, Ton Jong (Ed.): Cyber-Physical Laboratories in Engineering and Science Education, pp. 163–189, Springer International Publishing, Cham, 2018, ISBN: 978-3-319-76935-6. @incollection{vitale_designing_2018,
title = {Designing Virtual Laboratories to Foster Knowledge Integration: Buoyancy and Density},
author = {Jonathan M. Vitale and Marcia C. Linn},
editor = {Michael E. Auer and Abul K. M. Azad and Arthur Edwards and Ton Jong},
url = {https://doi.org/10.1007/978-3-319-76935-6_7},
doi = {10.1007/978-3-319-76935-6_7},
isbn = {978-3-319-76935-6},
year = {2018},
date = {2018-01-01},
urldate = {2019-09-23},
booktitle = {Cyber-Physical Laboratories in Engineering and Science Education},
pages = {163--189},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {In this chapter, we report upon the iterative development of an online instructional unit featuring virtual laboratory activities that target the physical science concepts of density and buoyancy. We introduce a virtual laboratory activity that was designed to facilitate exploration of the relationship of mass and volume to buoyancy. We evaluate the virtual laboratory by measuring the extent to which it fosters meaningful experimentation, appropriate interpretation of evidence, and discovery of new ideas. In the first revision, we simplified the exploratory tools. This revision supported better interpretation of evidence related to a specific claim, but limiting potential for discovery of new ideas. In the second revision, we introduced an intuitive graph-based interface that allowed students to specify and rapidly test properties of virtual materials (i.e., mass and volume). This revision facilitated meaningful exploration of students’ ideas, thereby supporting both valid interpretations of evidence related to false claims and discovery of new ideas. We discuss the role that virtual laboratories can play in the design of all laboratory activities by tracking student strategies and offering opportunities to easily test new features.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, we report upon the iterative development of an online instructional unit featuring virtual laboratory activities that target the physical science concepts of density and buoyancy. We introduce a virtual laboratory activity that was designed to facilitate exploration of the relationship of mass and volume to buoyancy. We evaluate the virtual laboratory by measuring the extent to which it fosters meaningful experimentation, appropriate interpretation of evidence, and discovery of new ideas. In the first revision, we simplified the exploratory tools. This revision supported better interpretation of evidence related to a specific claim, but limiting potential for discovery of new ideas. In the second revision, we introduced an intuitive graph-based interface that allowed students to specify and rapidly test properties of virtual materials (i.e., mass and volume). This revision facilitated meaningful exploration of students’ ideas, thereby supporting both valid interpretations of evidence related to false claims and discovery of new ideas. We discuss the role that virtual laboratories can play in the design of all laboratory activities by tracking student strategies and offering opportunities to easily test new features. |
Linn, Marcia C., McElhaney, Kevin W., Gerard, Libby, Matuk, Camillia: Inquiry learning and opportunities for technology. In: F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, P. Reimann (Ed.): International Handbook of the Learning Sciences, pp. 221–233, Routledge, New York, 2018. @incollection{linn_inquiry_2018,
title = {Inquiry learning and opportunities for technology},
author = {Marcia C. Linn and Kevin W. McElhaney and Libby Gerard and Camillia Matuk},
editor = {F. Fischer and C. E. Hmelo-Silver and S. R. Goldman and P. Reimann},
url = {https://www.taylorfrancis.com/books/e/9781315617572},
year = {2018},
date = {2018-01-01},
booktitle = {International Handbook of the Learning Sciences},
pages = {221--233},
publisher = {Routledge},
address = {New York},
edition = {1st},
abstract = {To synthesize research on inquiry learning, we integrate advances in theory, instructional design, and technology. We illustrate how inquiry instruction can exploit the multiple, often conflicting ideas that students have about personal, societal, and environmental dilemmas and promote coherent arguments about economic disparity or health decision-making. We show how technologies such as natural language processing, interactive simulations, games, collaborative tools, and personalized guidance can support students to become autonomous learners. We discuss how these technologies can capture class performance and inform teachers of student progress. We highlight autonomous learning from (a) student-initiated investigations of thorny, contemporary problems using modeling and visualization tools, (b) design projects featuring analysis of alternatives, testing prototypes, and iteratively refining solutions in complex disciplines, and (c) personalized guidance that encourages gathering evidence from multiple sources and refining ideas. We argue that autonomous inquiry capabilities empower all citizens to take charge of their lives.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {incollection}
}
To synthesize research on inquiry learning, we integrate advances in theory, instructional design, and technology. We illustrate how inquiry instruction can exploit the multiple, often conflicting ideas that students have about personal, societal, and environmental dilemmas and promote coherent arguments about economic disparity or health decision-making. We show how technologies such as natural language processing, interactive simulations, games, collaborative tools, and personalized guidance can support students to become autonomous learners. We discuss how these technologies can capture class performance and inform teachers of student progress. We highlight autonomous learning from (a) student-initiated investigations of thorny, contemporary problems using modeling and visualization tools, (b) design projects featuring analysis of alternatives, testing prototypes, and iteratively refining solutions in complex disciplines, and (c) personalized guidance that encourages gathering evidence from multiple sources and refining ideas. We argue that autonomous inquiry capabilities empower all citizens to take charge of their lives. |
2017
|
Tansomboon, Charissa, Gerard, Libby F., Vitale, Jonathan M., Linn, Marcia C.: Designing Automated Guidance to Promote Productive Revision of Science Explanations. In: International Journal of Artificial Intelligence in Education, 27 (4), pp. 729–757, 2017, ISSN: 1560-4292, 1560-4306. @article{tansomboon_designing_2017,
title = {Designing Automated Guidance to Promote Productive Revision of Science Explanations},
author = {Charissa Tansomboon and Libby F. Gerard and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s40593-017-0145-0},
doi = {10.1007/s40593-017-0145-0},
issn = {1560-4292, 1560-4306},
year = {2017},
date = {2017-12-01},
urldate = {2017-11-16},
journal = {International Journal of Artificial Intelligence in Education},
volume = {27},
number = {4},
pages = {729--757},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Tansomboon, Charissa, Gerard, Libby F., Vitale, Jonathan M., Linn, Marcia C.: Designing Automated Guidance to Promote Productive Revision of Science Explanations. In: International Journal of Artificial Intelligence in Education, 27 (4), pp. 729–757, 2017, ISSN: 1560-4306. @article{tansomboon_designing_2017-1,
title = {Designing Automated Guidance to Promote Productive Revision of Science Explanations},
author = {Charissa Tansomboon and Libby F. Gerard and Jonathan M. Vitale and Marcia C. Linn},
url = {https://doi.org/10.1007/s40593-017-0145-0},
doi = {10.1007/s40593-017-0145-0},
issn = {1560-4306},
year = {2017},
date = {2017-12-01},
urldate = {2019-05-10},
journal = {International Journal of Artificial Intelligence in Education},
volume = {27},
number = {4},
pages = {729--757},
abstract = {Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some challenges. Specifically, (a) students often believe online guidance is generic rather than adapted to their response; and (b) students do not always engage effortfully with online guidance to improve their written responses. We conducted two studies to address these challenges. In Study 1, we created transparent guidance that clarified how the computer personalizes guidance based on the student response. We hypothesized that transparent guidance would be especially valuable for low prior knowledge students who might expect the computer guidance to be too difficult. We found that transparent guidance had a greater impact than typical guidance on low prior knowledge student revisions, suggesting that student beliefs about how guidance is designed influence their performance. In Study 2, implemented in six schools, we compared two specific guidance strategies: revisiting evidence and planning writing changes. We found that both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. These results illustrate ways to design guidance to strengthen student understanding of science. They raise important questions about when to encourage revisiting, how to design instruction focused on planning, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some challenges. Specifically, (a) students often believe online guidance is generic rather than adapted to their response; and (b) students do not always engage effortfully with online guidance to improve their written responses. We conducted two studies to address these challenges. In Study 1, we created transparent guidance that clarified how the computer personalizes guidance based on the student response. We hypothesized that transparent guidance would be especially valuable for low prior knowledge students who might expect the computer guidance to be too difficult. We found that transparent guidance had a greater impact than typical guidance on low prior knowledge student revisions, suggesting that student beliefs about how guidance is designed influence their performance. In Study 2, implemented in six schools, we compared two specific guidance strategies: revisiting evidence and planning writing changes. We found that both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. These results illustrate ways to design guidance to strengthen student understanding of science. They raise important questions about when to encourage revisiting, how to design instruction focused on planning, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations. |
Tansomboon, Charissa, Gerard, Libby F., Vitale, Jonathan M., Linn, Marcia C.: Designing Automated Guidance to Promote Productive Revision of Science Explanations. In: International Journal of Artificial Intelligence in Education, 27 (4), pp. 729–757, 2017, ISSN: 1560-4306. @article{tansomboon_designing_2017-2,
title = {Designing Automated Guidance to Promote Productive Revision of Science Explanations},
author = {Charissa Tansomboon and Libby F. Gerard and Jonathan M. Vitale and Marcia C. Linn},
url = {https://doi.org/10.1007/s40593-017-0145-0},
doi = {10.1007/s40593-017-0145-0},
issn = {1560-4306},
year = {2017},
date = {2017-12-01},
urldate = {2019-05-09},
journal = {International Journal of Artificial Intelligence in Education},
volume = {27},
number = {4},
pages = {729--757},
abstract = {Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some challenges. Specifically, (a) students often believe online guidance is generic rather than adapted to their response; and (b) students do not always engage effortfully with online guidance to improve their written responses. We conducted two studies to address these challenges. In Study 1, we created transparent guidance that clarified how the computer personalizes guidance based on the student response. We hypothesized that transparent guidance would be especially valuable for low prior knowledge students who might expect the computer guidance to be too difficult. We found that transparent guidance had a greater impact than typical guidance on low prior knowledge student revisions, suggesting that student beliefs about how guidance is designed influence their performance. In Study 2, implemented in six schools, we compared two specific guidance strategies: revisiting evidence and planning writing changes. We found that both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. These results illustrate ways to design guidance to strengthen student understanding of science. They raise important questions about when to encourage revisiting, how to design instruction focused on planning, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written work, we compare forms of automated guidance designed to motivate productive revision and help students integrate their understanding of science. Research shows the benefit of providing timely, transparent guidance to students and identifies some challenges. Specifically, (a) students often believe online guidance is generic rather than adapted to their response; and (b) students do not always engage effortfully with online guidance to improve their written responses. We conducted two studies to address these challenges. In Study 1, we created transparent guidance that clarified how the computer personalizes guidance based on the student response. We hypothesized that transparent guidance would be especially valuable for low prior knowledge students who might expect the computer guidance to be too difficult. We found that transparent guidance had a greater impact than typical guidance on low prior knowledge student revisions, suggesting that student beliefs about how guidance is designed influence their performance. In Study 2, implemented in six schools, we compared two specific guidance strategies: revisiting evidence and planning writing changes. We found that both revisiting and planning guidance resulted in significant improvement in student knowledge integration, although neither guidance strategy showed a significant advantage over the other. In addition, we found that the form of guidance interacted with school, suggesting that teacher practices could reinforce a specific guidance strategy. These results illustrate ways to design guidance to strengthen student understanding of science. They raise important questions about when to encourage revisiting, how to design instruction focused on planning, and how to instill a lifelong practice of engaging in iterative refinement of scientific explanations. |
Zertuche, Amber, Gerard, Libby, Linn, Marcia C.: How do openers contribute to student learning?. In: International Electronic Journal of Elementary Education, 5 (1), pp. 79–92, 2017, ISSN: 1307-9298. @article{zertuche_how_2017,
title = {How do openers contribute to student learning?},
author = {Amber Zertuche and Libby Gerard and Marcia C. Linn},
url = {https://www.iejee.com/index.php/IEJEE/article/view/11},
issn = {1307-9298},
year = {2017},
date = {2017-07-01},
urldate = {2017-11-18},
journal = {International Electronic Journal of Elementary Education},
volume = {5},
number = {1},
pages = {79--92},
abstract = {Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little isknown about how to design these activities so they contribute to student learning. This study usestechnology-enhanced learning environments to explore new opportunities to transform Openersfrom potentially busy work to knowledge generating activities. This study compares the impact ofteacher-designed Openers, Opener designs based on recent research emphasizing knowledgeintegration, and no Opener for an 8th grade technology-enhanced inquiry science investigation.Results suggest that students who participate in a researcher-designed Opener are more likely torevisit and refine their work, and to make significant learning gains, than students who do notparticipate in an Opener. Students make the greatest gains when they revisit key evidence in thetechnology-enhanced curriculum unit prior to revision. Engaging students in processes that promoteknowledge integration during the Opener motivate students to revise their ideas. The results suggestdesign principles for Openers in technology-enhanced instruction.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little isknown about how to design these activities so they contribute to student learning. This study usestechnology-enhanced learning environments to explore new opportunities to transform Openersfrom potentially busy work to knowledge generating activities. This study compares the impact ofteacher-designed Openers, Opener designs based on recent research emphasizing knowledgeintegration, and no Opener for an 8th grade technology-enhanced inquiry science investigation.Results suggest that students who participate in a researcher-designed Opener are more likely torevisit and refine their work, and to make significant learning gains, than students who do notparticipate in an Opener. Students make the greatest gains when they revisit key evidence in thetechnology-enhanced curriculum unit prior to revision. Engaging students in processes that promoteknowledge integration during the Opener motivate students to revise their ideas. The results suggestdesign principles for Openers in technology-enhanced instruction. |
McBride, Elizabeth, Vitale, Jonathan, Applebaum, Lauren, Linn, Marcia: Examining the Flow of Ideas During Critique Activities in a Design Project. In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, pp. 41–48, International Society of the Learning Sciences, Philadelphia, PA, 2017, (Publisher: Philadelphia, PA: International Society of the Learning Sciences.). @inproceedings{mcbride_examining_2017,
title = {Examining the Flow of Ideas During Critique Activities in a Design Project},
author = {Elizabeth McBride and Jonathan Vitale and Lauren Applebaum and Marcia Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org//handle/1/296},
year = {2017},
date = {2017-07-01},
urldate = {2021-12-09},
booktitle = {Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017},
volume = {1},
pages = {41--48},
publisher = {International Society of the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Peer critique activities in design projects give students the opportunity to share ideas, receive feedback, and revise their work. Critique can increase student feelings of ownership of science ideas and help students to distinguish between different ideas they may have about how things work. In this paper, we examine how students use their own ideas and ideas from a partner group to revise and improve a physical solar oven they have built using guidance from an online curriculum. We find that students fall into two groups: distinguishing ideas and adding new ideas. Within distinguishing ideas, students can further separated by whether or not they kept only their own ideas or also added the ideas from their partner group. We look at case studies to determine how these groups changed their ideas before, during, and after the critique activity.},
note = {Publisher: Philadelphia, PA: International Society of the Learning Sciences.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Peer critique activities in design projects give students the opportunity to share ideas, receive feedback, and revise their work. Critique can increase student feelings of ownership of science ideas and help students to distinguish between different ideas they may have about how things work. In this paper, we examine how students use their own ideas and ideas from a partner group to revise and improve a physical solar oven they have built using guidance from an online curriculum. We find that students fall into two groups: distinguishing ideas and adding new ideas. Within distinguishing ideas, students can further separated by whether or not they kept only their own ideas or also added the ideas from their partner group. We look at case studies to determine how these groups changed their ideas before, during, and after the critique activity. |
Vitale, Jonathan, Applebaum, Lauren, Linn, Marcia: Individual Versus Shared Design Goals in a Graph Construction Activity. In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, pp. 351–358, International Society of the Learning Sciences, Philadelphia, PA, 2017, (Publisher: Philadelphia, PA: International Society of the Learning Sciences.). @inproceedings{vitale_individual_2017,
title = {Individual Versus Shared Design Goals in a Graph Construction Activity},
author = {Jonathan Vitale and Lauren Applebaum and Marcia Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org//handle/1/251},
year = {2017},
date = {2017-07-01},
urldate = {2021-12-08},
booktitle = {Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017},
volume = {1},
pages = {351--358},
publisher = {International Society of the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Technologies can help foster diverse ideas in collaborative learning activities by taking advantage of group members’ unique ideas and perspectives. Assigning individual group members to specific tasks may promote this diversity. In this paper, we introduce a graphing challenge, in which student pairs construct graphs to represent the motion of an amusement park ride. We assigned pairs to experimental conditions with either individual design goals or shared design goals. Analysis revealed that students with individual design goals demonstrated deeper engagement with one of the design tasks (i.e., to create a “safe” ride), while this goal was relatively neglected when goals were shared. No impact of condition was found on posttest learning; however, students demonstrated overall gains.},
note = {Publisher: Philadelphia, PA: International Society of the Learning Sciences.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Technologies can help foster diverse ideas in collaborative learning activities by taking advantage of group members’ unique ideas and perspectives. Assigning individual group members to specific tasks may promote this diversity. In this paper, we introduce a graphing challenge, in which student pairs construct graphs to represent the motion of an amusement park ride. We assigned pairs to experimental conditions with either individual design goals or shared design goals. Analysis revealed that students with individual design goals demonstrated deeper engagement with one of the design tasks (i.e., to create a “safe” ride), while this goal was relatively neglected when goals were shared. No impact of condition was found on posttest learning; however, students demonstrated overall gains. |
Applebaum, L. R., Vitale, J. M., Gerard, Libby F., Linn, M. C.: Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects. In: Educational Technology & Society, 20 (4), pp. 179–190, 2017. @article{applebaum_comparing_2017-1,
title = {Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects},
author = {L. R. Applebaum and J. M. Vitale and Libby F. Gerard and M. C. Linn},
year = {2017},
date = {2017-01-01},
journal = {Educational Technology & Society},
volume = {20},
number = {4},
pages = {179--190},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Wiese, Eliane, Rafferty, Anna N., Linn, Marcia C.: Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model. In: Proceedings of the 39th Annual Meeting of the Cognitive Science Society, CogSci 2017, London, UK, 2017. @inproceedings{wiese_eliciting_2017,
title = {Eliciting Middle School Students' Ideas About Graphs Supports Their Learning from a Computer Model},
author = {Eliane Wiese and Anna N. Rafferty and Marcia C. Linn},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 39th Annual Meeting of the Cognitive Science Society, CogSci 2017},
address = {London, UK},
abstract = {When middle school students learn science content with graphs, the graphing and science knowledge may be mutually reinforcing: understanding the science content may help students interpret a related graph, and information from a graph may illustrate a scientific concept. We examine this relationship between graphing and science by studying how students learn from interactive computer models with accompanying data graphs. The computer models provide an animated simulation that illustrates an unobservable phenomenon, while the data graph tracks one or more quantities over time. This ordering study, on middle school students learning about photosynthesis, indicates that engaging with novel graph concepts helped students interpret their data as they experimented with the computer model. The study also provided some support for the opposite direction: experimenting with the model first helped students make sense of the graphs.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
When middle school students learn science content with graphs, the graphing and science knowledge may be mutually reinforcing: understanding the science content may help students interpret a related graph, and information from a graph may illustrate a scientific concept. We examine this relationship between graphing and science by studying how students learn from interactive computer models with accompanying data graphs. The computer models provide an animated simulation that illustrates an unobservable phenomenon, while the data graph tracks one or more quantities over time. This ordering study, on middle school students learning about photosynthesis, indicates that engaging with novel graph concepts helped students interpret their data as they experimented with the computer model. The study also provided some support for the opposite direction: experimenting with the model first helped students make sense of the graphs. |
McBride, Elizabeth A., Vitale, J. M., Applebaum, L., Linn, M. C.: Examining the Flow of Ideas During Critique Activities in a Design Project. In: Proceedings of the 12th international conference on computer supported collaborative learning, pp. 41–48, International Society for the Learning Sciences, Philadelphia, PA, 2017. @inproceedings{ccd8a839af2c4a0c9814cecae1a44106,
title = {Examining the Flow of Ideas During Critique Activities in a Design Project},
author = {Elizabeth A. McBride and J. M. Vitale and L. Applebaum and M. C. Linn},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 12th international conference on computer supported collaborative learning},
volume = {1},
pages = {41--48},
publisher = {International Society for the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Peer critique activities in design projects give students the opportunity to share ideas, receive feedback, and revise their work. Critique can increase student feelings of ownership of science ideas and help students to distinguish between different ideas they may have about how things work. In this paper, we examine how students use their own ideas and ideas from a partner group to revise and improve a physical solar oven they have built using guidance from an online curriculum. We find that students fall into two groups: distinguishing ideas and adding new ideas. Within distinguishing ideas, students can further separated by whether or not they kept only their own ideas or also added the ideas from their partner group. We look at case studies to determine how these groups changed their ideas before, during, and after the critique activity.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Peer critique activities in design projects give students the opportunity to share ideas, receive feedback, and revise their work. Critique can increase student feelings of ownership of science ideas and help students to distinguish between different ideas they may have about how things work. In this paper, we examine how students use their own ideas and ideas from a partner group to revise and improve a physical solar oven they have built using guidance from an online curriculum. We find that students fall into two groups: distinguishing ideas and adding new ideas. Within distinguishing ideas, students can further separated by whether or not they kept only their own ideas or also added the ideas from their partner group. We look at case studies to determine how these groups changed their ideas before, during, and after the critique activity. |
Applebaum, Lauren R., Vitale, Jonathan M., Gerard, Elizabeth, Linn, Marcia C.: Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects. In: Journal of Educational Technology & Society, 20 (4), pp. 179–190, 2017, ISSN: 1176-3647. @article{applebaum_comparing_2017,
title = {Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects},
author = {Lauren R. Applebaum and Jonathan M. Vitale and Elizabeth Gerard and Marcia C. Linn},
url = {https://www.jstor.org/stable/26229216},
issn = {1176-3647},
year = {2017},
date = {2017-01-01},
urldate = {2019-05-10},
journal = {Journal of Educational Technology & Society},
volume = {20},
number = {4},
pages = {179--190},
abstract = {Physical design projects are a way to motivate and engage students in authentic science and engineering practices. Web-based tools can support design projects to ensure that students address and reflect upon critical science concepts during the course of the project. In addition, by specifying challenging design goals that require students to consider potential trade-offs between features, web-based tools may promote more deliberative scientific inquiry than open-ended or feature maximization goals. To study the role of web-supported projects, we developed an online curriculum that guides students through the planning, building, and analysis of self-propelled vehicles. To address content related to energy transformation we incorporated virtual models that display dynamic graphs of energy levels as a virtual scooter travels along a path. We compared two design goals for the project with different constraints. In the target version students are prompted to build virtual and physical scooters to reach a specific position. In the distance version students are prompted to maximize the distance the scooter travels. Our results indicate that students learned energy concepts from both versions; however, students with the target version did refer to the virtual model in their posttest responses to a greater degree than those with the distance version.},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Physical design projects are a way to motivate and engage students in authentic science and engineering practices. Web-based tools can support design projects to ensure that students address and reflect upon critical science concepts during the course of the project. In addition, by specifying challenging design goals that require students to consider potential trade-offs between features, web-based tools may promote more deliberative scientific inquiry than open-ended or feature maximization goals. To study the role of web-supported projects, we developed an online curriculum that guides students through the planning, building, and analysis of self-propelled vehicles. To address content related to energy transformation we incorporated virtual models that display dynamic graphs of energy levels as a virtual scooter travels along a path. We compared two design goals for the project with different constraints. In the target version students are prompted to build virtual and physical scooters to reach a specific position. In the distance version students are prompted to maximize the distance the scooter travels. Our results indicate that students learned energy concepts from both versions; however, students with the target version did refer to the virtual model in their posttest responses to a greater degree than those with the distance version. |
Linn, M. C.: Educational reforms in the United States: what have we learned?. In: N. Strauss (Ed.): Insights from Past Initiatives to Promote Science Education in Israel – Learning from Selected Issues, Project Report, pp. 15–17, The Initiative for Applied Education Research, Israel Academyof Sciences and Humanities, Jerusalem, 2017. @incollection{linn_educational_2017,
title = {Educational reforms in the United States: what have we learned?},
author = {M. C. Linn},
editor = {N. Strauss},
year = {2017},
date = {2017-01-01},
booktitle = {Insights from Past Initiatives to Promote Science Education in Israel \textendash Learning from Selected Issues, Project Report},
pages = {15--17},
publisher = {The Initiative for Applied Education Research, Israel Academyof Sciences and Humanities},
address = {Jerusalem},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
|
Applebaum, Lauren R., Fricke, Kyle W., Vitale, Jonathan M., Linn, Marcia C.: Learning About Climate Change Through Cooperation. In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, pp. 664–667, International Society of the Learning Sciences, Philadelphia, PA, 2017. @inproceedings{applebaum_learning_2017,
title = {Learning About Climate Change Through Cooperation},
author = {Lauren R. Applebaum and Kyle W. Fricke and Jonathan M. Vitale and Marcia C. Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org/handle/1/198},
year = {2017},
date = {2017-01-01},
urldate = {2019-09-23},
booktitle = {Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017},
volume = {2},
pages = {664--667},
publisher = {International Society of the Learning Sciences},
address = {Philadelphia, PA},
abstract = {Students maintain a range of alternative ideas around the causes of climate change (Rye et al., 1997). To help students diversify their repertoire of ideas, we engaged students in a cooperative activity in which individual students chose to investigate one of three possible topics (meat-eating, albedo, or ozone), and then reported back to their peers. Students investigated Netlogo (Wilensky, 1999) models that included features relevant to their chosen topic. After exploring one of the computer models, students met in jigsaw groups (Aronson & Patnoe, 2011). Results on assessment items matched to each investigation show that scores improved across all topics for all students. However, students in the meat-eating investigation show more improvement for the meat-eating item, while students who investigated albedo and ozone performed equally well on all items. These findings suggest that the jigsaw activity helped all students learn about the causes of climate change from their peers.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Students maintain a range of alternative ideas around the causes of climate change (Rye et al., 1997). To help students diversify their repertoire of ideas, we engaged students in a cooperative activity in which individual students chose to investigate one of three possible topics (meat-eating, albedo, or ozone), and then reported back to their peers. Students investigated Netlogo (Wilensky, 1999) models that included features relevant to their chosen topic. After exploring one of the computer models, students met in jigsaw groups (Aronson & Patnoe, 2011). Results on assessment items matched to each investigation show that scores improved across all topics for all students. However, students in the meat-eating investigation show more improvement for the meat-eating item, while students who investigated albedo and ozone performed equally well on all items. These findings suggest that the jigsaw activity helped all students learn about the causes of climate change from their peers. |
Matuk, Camillia, Zhang, J., Linn, Marcia C.: How middle school students construct and critique graphs to explain cancer treatment. In: B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Ed.): Proceedings of the 12th international conference on computer supported collaborative learning, pp. 375–382, International Society for the Learning Sciences, Philadelphia, PA, 2017. @inproceedings{ccd8a839af2c4a0c9814cecae1a44106b,
title = {How middle school students construct and critique graphs to explain cancer treatment},
author = {Camillia Matuk and J. Zhang and Marcia C. Linn},
editor = {B. K. Smith and M. Borge and E. Mercier and K. Y. Lim},
url = {https://repository.isls.org/handle/1/254},
doi = {10.22318/cscl2017.51},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the 12th international conference on computer supported collaborative learning},
volume = {1},
pages = {375--382},
publisher = {International Society for the Learning Sciences},
address = {Philadelphia, PA},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
|
McBride, Elizabeth, Vitale, Jonathan M., Linn, Marcia C.: Student Use of Scaffolded Inquiry Simulations in Middle School Science. In: EDM, 2017. @inproceedings{mcbride_student_2017,
title = {Student Use of Scaffolded Inquiry Simulations in Middle School Science},
author = {Elizabeth McBride and Jonathan M. Vitale and Marcia C. Linn},
year = {2017},
date = {2017-01-01},
booktitle = {EDM},
abstract = {Interactive simulations can help students make sense of complex phenomena in which multiple variables are at play. To succeed, these simulations benefit from scaffolds that guide students to keep track of their investigations and reach meaningful insights. In this research, we designed an interactive simulation of a solar oven design and explored how students utilized the simulation during learning and how scaffolds functioned to alter the learning experience. We used a table for recording trials and guiding questions to scaffold students’ interactions with the simulation. We employed data mining techniques to analyze student interactions for use of the control of variables strategy and other approaches. We found that the control of variables strategy may not be as beneficial for learning as an exploratory strategy.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
Interactive simulations can help students make sense of complex phenomena in which multiple variables are at play. To succeed, these simulations benefit from scaffolds that guide students to keep track of their investigations and reach meaningful insights. In this research, we designed an interactive simulation of a solar oven design and explored how students utilized the simulation during learning and how scaffolds functioned to alter the learning experience. We used a table for recording trials and guiding questions to scaffold students’ interactions with the simulation. We employed data mining techniques to analyze student interactions for use of the control of variables strategy and other approaches. We found that the control of variables strategy may not be as beneficial for learning as an exploratory strategy. |
Chiu, J, Gonczi, Amanda, Fu, X, Burghardt, M. D.: Supporting informed engineering design across formal and informal contexts with WIS engineering. In: 33 , pp. 371–381, 2017. @article{chiu_supporting_2017,
title = {Supporting informed engineering design across formal and informal contexts with WIS engineering},
author = {J Chiu and Amanda Gonczi and X Fu and M. D. Burghardt},
year = {2017},
date = {2017-01-01},
volume = {33},
pages = {371--381},
abstract = {This paper describes the design of WISEngineering, a computer-based engineering design environment focused on helping learners in formal and informal settings engage in informed engineering design activities. This paper compares and contrasts results of implementing WISEngineering projects in both formal and informal learning settings. In particular, this paper reports on insights gleaned from implementing WISEngineering middle school science and math classrooms as well as in after-school settings with Boys and Girls Clubs. We discuss design principles guiding the development of WISEngineering for school settings and how these principles were adapted and refined for youth and facilitators in informal learning contexts. We provide implications for the design of technology-enhanced engineering learning environments across school and out-of-school time settings.},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
This paper describes the design of WISEngineering, a computer-based engineering design environment focused on helping learners in formal and informal settings engage in informed engineering design activities. This paper compares and contrasts results of implementing WISEngineering projects in both formal and informal learning settings. In particular, this paper reports on insights gleaned from implementing WISEngineering middle school science and math classrooms as well as in after-school settings with Boys and Girls Clubs. We discuss design principles guiding the development of WISEngineering for school settings and how these principles were adapted and refined for youth and facilitators in informal learning contexts. We provide implications for the design of technology-enhanced engineering learning environments across school and out-of-school time settings. |
2016
|
Donnelly, Dermot F., Namdar, Bahadir, Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.: Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts: ENHANCING EXPLANATIONS OF EVOLUTION. In: Journal of Research in Science Teaching, 53 (9), pp. 1341–1363, 2016, ISSN: 00224308. @article{donnelly_enhancing_2016,
title = {Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts: ENHANCING EXPLANATIONS OF EVOLUTION},
author = {Dermot F. Donnelly and Bahadir Namdar and Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21331},
doi = {10.1002/tea.21331},
issn = {00224308},
year = {2016},
date = {2016-11-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {9},
pages = {1341--1363},
keywords = {GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning. In: Journal of Research in Science Teaching, 53 (7), pp. 1003–1035, 2016, ISSN: 00224308. @article{ryoo_designing_2016,
title = {Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21321},
doi = {10.1002/tea.21321},
issn = {00224308},
year = {2016},
date = {2016-09-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {7},
pages = {1003--1035},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning. In: Journal of Research in Science Teaching, 53 (7), pp. 1003–1035, 2016, ISSN: 00224308. @article{ryoo_designing_2016-1,
title = {Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21321},
doi = {10.1002/tea.21321},
issn = {00224308},
year = {2016},
date = {2016-09-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {7},
pages = {1003--1035},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning. In: Journal of Research in Science Teaching, 53 (7), pp. 1003–1035, 2016, ISSN: 00224308. @article{ryoo_designing_2016-2,
title = {Designing automated guidance for concept diagrams in inquiry instruction: Designing Automated Guidance For Inquiry Learning},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21321},
doi = {10.1002/tea.21321},
issn = {00224308},
year = {2016},
date = {2016-09-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {7},
pages = {1003--1035},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Petra, Siti Fatimah, Jaidin, Jainatul Halida, Perera, JSH Quintus, Linn, Marcia: Supporting students to become autonomous learners: the role of web-based learning. In: International Journal of Information and Learning Technology, 33 (4), pp. 263–275, 2016, ISSN: 2056-4880. @article{petra_supporting_2016,
title = {Supporting students to become autonomous learners: the role of web-based learning},
author = {Siti Fatimah Petra and Jainatul Halida Jaidin and JSH Quintus Perera and Marcia Linn},
url = {http://www.emeraldinsight.com/doi/10.1108/IJILT-05-2016-0017},
doi = {10.1108/IJILT-05-2016-0017},
issn = {2056-4880},
year = {2016},
date = {2016-08-01},
urldate = {2017-11-16},
journal = {International Journal of Information and Learning Technology},
volume = {33},
number = {4},
pages = {263--275},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Lai, Kevin, Cabrera, Julio, Vitale, Jonathan M., Madhok, Jacquie, Tinker, Robert, Linn, Marcia C.: Measuring Graph Comprehension, Critique, and Construction in Science. In: Journal of Science Education and Technology, 25 (4), pp. 665–681, 2016, ISSN: 1059-0145, 1573-1839. @article{lai_measuring_2016,
title = {Measuring Graph Comprehension, Critique, and Construction in Science},
author = {Kevin Lai and Julio Cabrera and Jonathan M. Vitale and Jacquie Madhok and Robert Tinker and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-016-9621-9},
doi = {10.1007/s10956-016-9621-9},
issn = {1059-0145, 1573-1839},
year = {2016},
date = {2016-08-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {25},
number = {4},
pages = {665--681},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Petra, Siti Fatimah, Jaidin, Jainatul Halida, Perera, JSH Quintus, Linn, Marcia: Supporting students to become autonomous learners: the role of web-based learning. In: International Journal of Information and Learning Technology, 33 (4), pp. 263–275, 2016, ISSN: 2056-4880. @article{petra_supporting_2016-1,
title = {Supporting students to become autonomous learners: the role of web-based learning},
author = {Siti Fatimah Petra and Jainatul Halida Jaidin and JSH Quintus Perera and Marcia Linn},
url = {http://www.emeraldinsight.com/doi/10.1108/IJILT-05-2016-0017},
doi = {10.1108/IJILT-05-2016-0017},
issn = {2056-4880},
year = {2016},
date = {2016-08-01},
urldate = {2017-11-16},
journal = {International Journal of Information and Learning Technology},
volume = {33},
number = {4},
pages = {263--275},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Lai, Kevin, Cabrera, Julio, Vitale, Jonathan M., Madhok, Jacquie, Tinker, Robert, Linn, Marcia C.: Measuring Graph Comprehension, Critique, and Construction in Science. In: Journal of Science Education and Technology, 25 (4), pp. 665–681, 2016, ISSN: 1059-0145, 1573-1839. @article{lai_measuring_2016-1,
title = {Measuring Graph Comprehension, Critique, and Construction in Science},
author = {Kevin Lai and Julio Cabrera and Jonathan M. Vitale and Jacquie Madhok and Robert Tinker and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-016-9621-9},
doi = {10.1007/s10956-016-9621-9},
issn = {1059-0145, 1573-1839},
year = {2016},
date = {2016-08-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {25},
number = {4},
pages = {665--681},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Lai, Kevin, Cabrera, Julio, Vitale, Jonathan M., Madhok, Jacquie, Tinker, Robert, Linn, Marcia C.: Measuring Graph Comprehension, Critique, and Construction in Science. In: Journal of Science Education and Technology, 25 (4), pp. 665–681, 2016, ISSN: 1059-0145, 1573-1839. @article{lai_measuring_2016-2,
title = {Measuring Graph Comprehension, Critique, and Construction in Science},
author = {Kevin Lai and Julio Cabrera and Jonathan M. Vitale and Jacquie Madhok and Robert Tinker and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-016-9621-9},
doi = {10.1007/s10956-016-9621-9},
issn = {1059-0145, 1573-1839},
year = {2016},
date = {2016-08-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {25},
number = {4},
pages = {665--681},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Petra, Siti Fatimah, Jaidin, Jainatul Halida, Perera, JSH Quintus, Linn, Marcia: Supporting students to become autonomous learners: the role of web-based learning. In: International Journal of Information and Learning Technology, 33 (4), pp. 263–275, 2016, ISSN: 2056-4880. @article{petra_supporting_2016-2,
title = {Supporting students to become autonomous learners: the role of web-based learning},
author = {Siti Fatimah Petra and Jainatul Halida Jaidin and JSH Quintus Perera and Marcia Linn},
url = {http://www.emeraldinsight.com/doi/10.1108/IJILT-05-2016-0017},
doi = {10.1108/IJILT-05-2016-0017},
issn = {2056-4880},
year = {2016},
date = {2016-08-01},
urldate = {2017-11-16},
journal = {International Journal of Information and Learning Technology},
volume = {33},
number = {4},
pages = {263--275},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
McBride, Elizabeth A., Vitale, Jonathan M., Applebaum, Lauren, Linn, Marcia C.: Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design Process. In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 799–802, International Society of the Learning Sciences, Singapore, 2016. @inproceedings{mcbride_use_2016,
title = {Use of Interactive Computer Models to Promote Integration of Science Concepts Through the Engineering Design Process},
author = {Elizabeth A. McBride and Jonathan M. Vitale and Lauren Applebaum and Marcia C. Linn},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org//handle/1/313},
year = {2016},
date = {2016-07-01},
urldate = {2019-09-23},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {2},
pages = {799--802},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {During a Solar Ovens project in which middle school students design, build, and test solar ovens, students should also engage with science content to strengthen their designs. We integrate these two areas by using an interactive computer model to show how design decisions impact energy transformation inside a solar oven. This study investigates how students use a computer model to connect design decisions and science concepts at different points during a design project. Students engaged in either planning or reflecting by using the model before building or after, respectively. Students in the planning condition used the model in an exploratory manner, while students in the reflecting condition used the model to confirm the results of their physical solar ovens. Results suggest that using the model is helpful during both phases, but using the model during the planning phase helped students to better integrate their ideas about energy.},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
During a Solar Ovens project in which middle school students design, build, and test solar ovens, students should also engage with science content to strengthen their designs. We integrate these two areas by using an interactive computer model to show how design decisions impact energy transformation inside a solar oven. This study investigates how students use a computer model to connect design decisions and science concepts at different points during a design project. Students engaged in either planning or reflecting by using the model before building or after, respectively. Students in the planning condition used the model in an exploratory manner, while students in the reflecting condition used the model to confirm the results of their physical solar ovens. Results suggest that using the model is helpful during both phases, but using the model during the planning phase helped students to better integrate their ideas about energy. |
Tissenbaum, Mike, Matuk, Camillia, Berland, Matthew, Lyons, Leila, Cocco, Felipe, Linn, Marcia, Plass, Jan L., Hajny, Nik, Olsen, Al, Schwendimann, Beat, Boroujeni, Mina Shirvani, Slotta, James D., Vitale, Jonathan, Gerard, Libby, Dillenbourg, Pierre: Real-Time Visualization of Student Activities to Support Classroom Orchestration. In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 1120–1127, International Society of the Learning Sciences, Singapore, 2016, (Publisher: Singapore: International Society of the Learning Sciences). @inproceedings{tissenbaum_real-time_2016,
title = {Real-Time Visualization of Student Activities to Support Classroom Orchestration},
author = {Mike Tissenbaum and Camillia Matuk and Matthew Berland and Leila Lyons and Felipe Cocco and Marcia Linn and Jan L. Plass and Nik Hajny and Al Olsen and Beat Schwendimann and Mina Shirvani Boroujeni and James D. Slotta and Jonathan Vitale and Libby Gerard and Pierre Dillenbourg},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org//handle/1/382},
year = {2016},
date = {2016-07-01},
urldate = {2021-12-09},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {2},
pages = {1120--1127},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {Data logged within technology-based learning environments have the potential to support instructors’ orchestration of learner activities. Whereas many learning environments now feature student and teacher dashboards, which promote reflection on activities after the fact, the affordances of displaying these data in real time is only beginning to be explored. To be useful, however, these data must be made accessible and actionable. This interactive demonstration will showcase designs for technologies that visualize student activities in real-time during technology-enhanced activities, with the aim of supporting instructors’ orchestration. Together, they projects from various contexts with similar goals, it highlights common challenges, issues, and strategies with regard to the design and implementation of these tools.},
note = {Publisher: Singapore: International Society of the Learning Sciences},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Data logged within technology-based learning environments have the potential to support instructors’ orchestration of learner activities. Whereas many learning environments now feature student and teacher dashboards, which promote reflection on activities after the fact, the affordances of displaying these data in real time is only beginning to be explored. To be useful, however, these data must be made accessible and actionable. This interactive demonstration will showcase designs for technologies that visualize student activities in real-time during technology-enhanced activities, with the aim of supporting instructors’ orchestration. Together, they projects from various contexts with similar goals, it highlights common challenges, issues, and strategies with regard to the design and implementation of these tools. |
Matuk, Camillia, Cocco, Felipe, Linn, Marcia: A teacher-centered approach to designing a real-time display of classroom activity. In: pp. 1120, 2016. @inproceedings{matuk_teacher-centered_2016,
title = {A teacher-centered approach to designing a real-time display of classroom activity},
author = {Camillia Matuk and Felipe Cocco and Marcia Linn},
doi = {10.13140/RG.2.1.1589.9122},
year = {2016},
date = {2016-06-01},
volume = {2},
pages = {1120},
keywords = {PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Matuk, Camillia, McElhaney, Kevin W., Chen, Jennifer King, Lim-Breitbart, Jonathan, Kirkpatrick, Douglas, Linn, Marcia C.: Iteratively Refining a Science Explanation Tool Through Classroom Implementation and Stakeholder Partnerships. In: International Journal of Designs for Learning, 7 (2), 2016, ISSN: 2159-449X. @article{matuk_iteratively_2016,
title = {Iteratively Refining a Science Explanation Tool Through Classroom Implementation and Stakeholder Partnerships},
author = {Camillia Matuk and Kevin W. McElhaney and Jennifer King Chen and Jonathan Lim-Breitbart and Douglas Kirkpatrick and Marcia C. Linn},
url = {https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/20203},
doi = {10.14434/ijdl.v7i2.20203},
issn = {2159-449X},
year = {2016},
date = {2016-06-01},
urldate = {2017-11-16},
journal = {International Journal of Designs for Learning},
volume = {7},
number = {2},
abstract = {Science inquiry challenges students to synthesize various ideas about complex phenomena into coherent explanations. It also challenges teachers, who must guide their diverse students’ developing understanding during student-paced investigations. We describe the Idea Manager, a suite of web-based, curriculum-integrated tools that (a) guides students’ knowledge integration as they generate, distinguish, and reconcile their ideas; and (b) provides means for teachers to monitor learning over the course of technology-enhanced science inquiry units. With the Idea Manager tool, students document short, text-based ideas, tag and sort them along various attributes, and exchange them with classmates. At culminating points of their investigations, students graphically organize their ideas to prepare written scientific explanations. Meanwhile, logs of idea entries, revisions, and meta-data inform teachers’ and researchers’ decisions about instruction and design.This paper offers an account of the design moves made in refining the Idea Manager, and highlights the importance of teacher-researcher partnerships and classroom implementations. Through designers’ artifacts, classroom research findings, and teachers’ and researchers’ reflections, we illustrate the tool’s origins; our strategies for testing new features and eliciting stakeholders’ feedback, and how middle and high school classroom implementations inform the tool’s continued iterations. Based on learning theory and on our own 40+ collective years of classroom teaching experience, we explain our design decisions and describe how new features and patterns for the tool’s use emerged from a community of researchers. Finally, we reflect on the process of iteration that advances both theory and design, and on the value of pedagogically-driven technology design.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Science inquiry challenges students to synthesize various ideas about complex phenomena into coherent explanations. It also challenges teachers, who must guide their diverse students’ developing understanding during student-paced investigations. We describe the Idea Manager, a suite of web-based, curriculum-integrated tools that (a) guides students’ knowledge integration as they generate, distinguish, and reconcile their ideas; and (b) provides means for teachers to monitor learning over the course of technology-enhanced science inquiry units. With the Idea Manager tool, students document short, text-based ideas, tag and sort them along various attributes, and exchange them with classmates. At culminating points of their investigations, students graphically organize their ideas to prepare written scientific explanations. Meanwhile, logs of idea entries, revisions, and meta-data inform teachers’ and researchers’ decisions about instruction and design.This paper offers an account of the design moves made in refining the Idea Manager, and highlights the importance of teacher-researcher partnerships and classroom implementations. Through designers’ artifacts, classroom research findings, and teachers’ and researchers’ reflections, we illustrate the tool’s origins; our strategies for testing new features and eliciting stakeholders’ feedback, and how middle and high school classroom implementations inform the tool’s continued iterations. Based on learning theory and on our own 40+ collective years of classroom teaching experience, we explain our design decisions and describe how new features and patterns for the tool’s use emerged from a community of researchers. Finally, we reflect on the process of iteration that advances both theory and design, and on the value of pedagogically-driven technology design. |
Vitale, Jonathan M., McBride, Elizabeth, Linn, Marcia C.: Distinguishing complex ideas about climate change: knowledge integration vs. specific guidance. In: International Journal of Science Education, 38 (9), pp. 1548–1569, 2016, ISSN: 0950-0693, 1464-5289. @article{vitale_distinguishing_2016,
title = {Distinguishing complex ideas about climate change: knowledge integration vs. specific guidance},
author = {Jonathan M. Vitale and Elizabeth McBride and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/09500693.2016.1198969},
doi = {10.1080/09500693.2016.1198969},
issn = {0950-0693, 1464-5289},
year = {2016},
date = {2016-06-01},
urldate = {2017-11-16},
journal = {International Journal of Science Education},
volume = {38},
number = {9},
pages = {1548--1569},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
|
McBride, Elizabeth, Vitale, Jonathan M., Gogel, Hannah, Martinez, Mario M., Pardos, Zachary, Linn, Marcia C.: Predicting Student Learning using Log Data from Interactive Simulations on Climate Change. In: Proceedings of the Third (2016) ACM Conference on Learning @ Scale, pp. 185–188, Association for Computing Machinery, New York, NY, USA, 2016, ISBN: 978-1-4503-3726-7. @inproceedings{mcbride_predicting_2016,
title = {Predicting Student Learning using Log Data from Interactive Simulations on Climate Change},
author = {Elizabeth McBride and Jonathan M. Vitale and Hannah Gogel and Mario M. Martinez and Zachary Pardos and Marcia C. Linn},
url = {https://doi.org/10.1145/2876034.2893410},
doi = {10.1145/2876034.2893410},
isbn = {978-1-4503-3726-7},
year = {2016},
date = {2016-04-01},
urldate = {2021-12-09},
booktitle = {Proceedings of the Third (2016) ACM Conference on Learning @ Scale},
pages = {185--188},
publisher = {Association for Computing Machinery},
address = {New York, NY, USA},
series = {L@S '16},
abstract = {Interactive simulations are commonly used tools in technology enhanced education. Simulations can be a powerful tool for allowing students to engage in inquiry, especially in science disciplines. They can help students develop an understanding of complex science phenomena in which multiple variables are at play. Developing models for complex domains, like climate science, is important for learning. Equally important, though, is understanding how students use these simulations. Finding use patterns that lead to learning will allow us to develop better guidance for students who struggle to extract the useful information from the simulation. In this study, we generate features from action log data collected while students interacted with simulations on climate change. We seek to understand what types of features are important for student learning by using regression models to map features onto learning outcomes.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Interactive simulations are commonly used tools in technology enhanced education. Simulations can be a powerful tool for allowing students to engage in inquiry, especially in science disciplines. They can help students develop an understanding of complex science phenomena in which multiple variables are at play. Developing models for complex domains, like climate science, is important for learning. Equally important, though, is understanding how students use these simulations. Finding use patterns that lead to learning will allow us to develop better guidance for students who struggle to extract the useful information from the simulation. In this study, we generate features from action log data collected while students interacted with simulations on climate change. We seek to understand what types of features are important for student learning by using regression models to map features onto learning outcomes. |
Linn, Marcia C., Gerard, Libby, Matuk, Camillia, McElhaney, Kevin W.: Science Education: From Separation to Integration. In: Review of Research in Education, 40 (1), pp. 529–587, 2016, ISSN: 0091-732X. @article{linn_science_2016,
title = {Science Education: From Separation to Integration},
author = {Marcia C. Linn and Libby Gerard and Camillia Matuk and Kevin W. McElhaney},
url = {http://journals.sagepub.com/doi/abs/10.3102/0091732X16680788},
doi = {10.3102/0091732X16680788},
issn = {0091-732X},
year = {2016},
date = {2016-03-01},
urldate = {2017-11-16},
journal = {Review of Research in Education},
volume = {40},
number = {1},
pages = {529--587},
abstract = {Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances. |
Liu, Ou Lydia, Rios, Joseph A., Heilman, Michael, Gerard, Libby, Linn, Marcia C.: Validation of automated scoring of science assessments: AUTOMATED SCORING OF SCIENCE ASSESSMENT. In: Journal of Research in Science Teaching, 53 (2), pp. 215–233, 2016, ISSN: 00224308. @article{liu_validation_2016-1,
title = {Validation of automated scoring of science assessments: AUTOMATED SCORING OF SCIENCE ASSESSMENT},
author = {Ou Lydia Liu and Joseph A. Rios and Michael Heilman and Libby Gerard and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21299},
doi = {10.1002/tea.21299},
issn = {00224308},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {2},
pages = {215--233},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby F., Linn, Marcia C.: Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry. In: Journal of Science Teacher Education, 27 (1), pp. 111–129, 2016, ISSN: 1046-560X, 1573-1847. @article{gerard_using_2016,
title = {Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry},
author = {Libby F. Gerard and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10972-016-9455-6},
doi = {10.1007/s10972-016-9455-6},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {111--129},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby, Matuk, Camillia, Linn, Marcia C.: Technology as Inquiry Teaching Partner. In: Journal of Science Teacher Education, 27 (1), pp. 1–9, 2016, ISSN: 1046-560X, 1573-1847. @article{gerard_technology_2016,
title = {Technology as Inquiry Teaching Partner},
author = {Libby Gerard and Camillia Matuk and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10972-016-9457-4},
doi = {10.1007/s10972-016-9457-4},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {1--9},
abstract = {No Abstract available for this article.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
No Abstract available for this article. |
Gerard, Libby F., Linn, Marcia C.: Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry. In: Journal of Science Teacher Education, 27 (1), pp. 111–129, 2016, ISSN: 1046-560X, 1573-1847. @article{gerard_using_2016-1,
title = {Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry},
author = {Libby F. Gerard and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10972-016-9455-6},
doi = {10.1007/s10972-016-9455-6},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {111--129},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby F., Linn, Marcia C.: Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry. In: Journal of Science Teacher Education, 27 (1), pp. 111–129, 2016, ISSN: 1046-560X, 1573-1847. @article{gerard_using_2016-2,
title = {Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry},
author = {Libby F. Gerard and Marcia C. Linn},
url = {https://link.springer.com/article/10.1007/s10972-016-9455-6},
doi = {10.1007/s10972-016-9455-6},
issn = {1046-560X, 1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-17},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {111--129},
abstract = {Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher\textendashstudent conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher–student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science. |
Liu, Ou Lydia, Rios, Joseph A., Heilman, Michael, Gerard, Libby, Linn, Marcia C.: Validation of automated scoring of science assessments. In: Journal of Research in Science Teaching, 53 (2), pp. 215–233, 2016, ISSN: 1098-2736. @article{liu_validation_2016-2,
title = {Validation of automated scoring of science assessments},
author = {Ou Lydia Liu and Joseph A. Rios and Michael Heilman and Libby Gerard and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.21299/abstract},
doi = {10.1002/tea.21299},
issn = {1098-2736},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-17},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {2},
pages = {215--233},
abstract = {Constructed response items can both measure the coherence of student ideas and serve as reflective experiences to strengthen instruction. We report on new automated scoring technologies that can reduce the cost and complexity of scoring constructed-response items. This study explored the accuracy of c-rater-ML, an automated scoring engine developed by Educational Testing Service, for scoring eight science inquiry items that require students to use evidence to explain complex phenomena. Automated scoring showed satisfactory agreement with human scoring for all test takers as well as specific subgroups. These findings suggest that c-rater-ML offers a promising solution to scoring constructed-response science items and has the potential to increase the use of these items in both instruction and assessment. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 215\textendash233, 2016.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Constructed response items can both measure the coherence of student ideas and serve as reflective experiences to strengthen instruction. We report on new automated scoring technologies that can reduce the cost and complexity of scoring constructed-response items. This study explored the accuracy of c-rater-ML, an automated scoring engine developed by Educational Testing Service, for scoring eight science inquiry items that require students to use evidence to explain complex phenomena. Automated scoring showed satisfactory agreement with human scoring for all test takers as well as specific subgroups. These findings suggest that c-rater-ML offers a promising solution to scoring constructed-response science items and has the potential to increase the use of these items in both instruction and assessment. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 215–233, 2016. |
Matuk, Camillia, Gerard, Libby, Lim-Breitbart, Jonathan, Linn, Marcia: Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design. In: Journal of Science Teacher Education, 27 (1), pp. 79–110, 2016, ISSN: 1573-1847. @article{matuk_gathering_2016,
title = {Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design},
author = {Camillia Matuk and Libby Gerard and Jonathan Lim-Breitbart and Marcia Linn},
url = {https://doi.org/10.1007/s10972-016-9459-2},
doi = {10.1007/s10972-016-9459-2},
issn = {1573-1847},
year = {2016},
date = {2016-02-01},
urldate = {2019-09-23},
journal = {Journal of Science Teacher Education},
volume = {27},
number = {1},
pages = {79--110},
abstract = {Technology can enhance teachers’ practice in multiple ways. It can help them better understand patterns in their students’ thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers’ goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users’ needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher\textendashresearcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers’ reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers’ ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
Technology can enhance teachers’ practice in multiple ways. It can help them better understand patterns in their students’ thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers’ goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users’ needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher–researcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers’ reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers’ ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design. |
Liu, Ou Lydia, Rios, Joseph A., Heilman, Michael, Gerard, Libby, Linn, Marcia C.: Validation of automated scoring of science assessments. In: Journal of Research in Science Teaching, 53 (2), pp. 215–233, 2016, ISSN: 00224308. @article{liu_validation_2016,
title = {Validation of automated scoring of science assessments},
author = {Ou Lydia Liu and Joseph A. Rios and Michael Heilman and Libby Gerard and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21299},
doi = {10.1002/tea.21299},
issn = {00224308},
year = {2016},
date = {2016-02-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {2},
pages = {215--233},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Schwendimann, Beat A., Linn, Marcia C.: Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES. In: Journal of Research in Science Teaching, 53 (1), pp. 70–94, 2016, ISSN: 00224308. @article{schwendimann_comparing_2016-1,
title = {Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES},
author = {Beat A. Schwendimann and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21244},
doi = {10.1002/tea.21244},
issn = {00224308},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {1},
pages = {70--94},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby F., Ryoo, Kihyun, McElhaney, Kevin W., Liu, Ou Lydia, Rafferty, Anna N., Linn, Marcia C.: Automated guidance for student inquiry.. In: Journal of Educational Psychology, 108 (1), pp. 60–81, 2016, ISSN: 1939-2176, 0022-0663. @article{gerard_automated_2016,
title = {Automated guidance for student inquiry.},
author = {Libby F. Gerard and Kihyun Ryoo and Kevin W. McElhaney and Ou Lydia Liu and Anna N. Rafferty and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000052},
doi = {10.1037/edu0000052},
issn = {1939-2176, 0022-0663},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {108},
number = {1},
pages = {60--81},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby F., Ryoo, Kihyun, McElhaney, Kevin W., Liu, Ou Lydia, Rafferty, Anna N., Linn, Marcia C.: Automated guidance for student inquiry.. In: Journal of Educational Psychology, 108 (1), pp. 60–81, 2016, ISSN: 1939-2176, 0022-0663. @article{gerard_automated_2016-1,
title = {Automated guidance for student inquiry.},
author = {Libby F. Gerard and Kihyun Ryoo and Kevin W. McElhaney and Ou Lydia Liu and Anna N. Rafferty and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000052},
doi = {10.1037/edu0000052},
issn = {1939-2176, 0022-0663},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {108},
number = {1},
pages = {60--81},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Gonczi, Amanda, Chiu, Jennifer: WISEngineering Hydroponics: A Technology-Enhanced, Life Science Engineering Design Unit. In: Science Scope, 39 , 2016. @article{gonczi_wisengineering_2016,
title = {WISEngineering Hydroponics: A Technology-Enhanced, Life Science Engineering Design Unit},
author = {Amanda Gonczi and Jennifer Chiu},
doi = {10.2505/4/ss16_039_09_19},
year = {2016},
date = {2016-01-01},
journal = {Science Scope},
volume = {39},
keywords = {CLASS, GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby F., Ryoo, Kihyun, McElhaney, Kevin W., Liu, Ou Lydia, Rafferty, Anna N., Linn, Marcia C.: Automated guidance for student inquiry.. In: Journal of Educational Psychology, 108 (1), pp. 60–81, 2016, ISSN: 1939-2176, 0022-0663. @article{gerard_automated_2016-2,
title = {Automated guidance for student inquiry.},
author = {Libby F. Gerard and Kihyun Ryoo and Kevin W. McElhaney and Ou Lydia Liu and Anna N. Rafferty and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000052},
doi = {10.1037/edu0000052},
issn = {1939-2176, 0022-0663},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {108},
number = {1},
pages = {60--81},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby, Linn, Marcia C., Madhok, Jacquie: Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning. In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 394–401, International Society of the Learning Sciences, Singapore, 2016. @inproceedings{gerard_examining_2016,
title = {Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning},
author = {Libby Gerard and Marcia C. Linn and Jacquie Madhok},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org//handle/1/141},
year = {2016},
date = {2016-01-01},
urldate = {2019-09-23},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {1},
pages = {394--401},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {Automated guidance can facilitate student revision of explanations and arguments in online inquiry science units. We explore ways to design guidance for short essays that promotes meaningful revision rather than superficial changes. Specifically we compare the affordances of annotation of a fictional essay to knowledge integration guidance on revision of science writing. 293 middle-school students were randomly assigned to condition. Students who annotated an essay made significantly greater pre to post test gains and were also better able to use automated guidance on a posttest item than students who only received knowledge integration guidance. These findings suggest ways to support students to revise science writ-ing and build integrated understanding of science.},
keywords = {CLASS, PLANS},
pubstate = {published},
tppubtype = {inproceedings}
}
Automated guidance can facilitate student revision of explanations and arguments in online inquiry science units. We explore ways to design guidance for short essays that promotes meaningful revision rather than superficial changes. Specifically we compare the affordances of annotation of a fictional essay to knowledge integration guidance on revision of science writing. 293 middle-school students were randomly assigned to condition. Students who annotated an essay made significantly greater pre to post test gains and were also better able to use automated guidance on a posttest item than students who only received knowledge integration guidance. These findings suggest ways to support students to revise science writ-ing and build integrated understanding of science. |
Schwendimann, Beat A., Linn, Marcia C.: Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES. In: Journal of Research in Science Teaching, 53 (1), pp. 70–94, 2016, ISSN: 00224308. @article{schwendimann_comparing_2016-2,
title = {Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education: COMPARING TWO FORMS OF CONCEPT MAP CRITIQUE ACTIVITIES},
author = {Beat A. Schwendimann and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21244},
doi = {10.1002/tea.21244},
issn = {00224308},
year = {2016},
date = {2016-01-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {1},
pages = {70--94},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Vitale, Jonathan M, Madhok, Jacqueline, Linn, Marcia C: Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of Density. In: C. K. Looi, J. L. Polman, U. Cress, P. Reimann (Ed.): Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, pp. 591–598, International Society of the Learning Sciences, Singapore, 2016. @inproceedings{vitale_designing_2016,
title = {Designing a Data-Centered Approach to Inquiry Practices With Virtual Models of Density},
author = {Jonathan M Vitale and Jacqueline Madhok and Marcia C Linn},
editor = {C. K. Looi and J. L. Polman and U. Cress and P. Reimann},
url = {https://repository.isls.org/handle/1/167},
year = {2016},
date = {2016-01-01},
booktitle = {Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016},
volume = {1},
pages = {591--598},
publisher = {International Society of the Learning Sciences},
address = {Singapore},
abstract = {New standards advocate for instruction that combines disciplinary knowledge and science and engineering practices. In this study we explore the design of an 8th grade science curriculum featuring interactive virtual models and guided graph construction exercises to support learning about density and inquiry practices. We apply observations about students’ difficulties in the 1st iteration to the redesign of the curriculum. In particular, we observed that students’ often misinterpreted the virtual models or used them inappropriately to confirm prior ideas. Similarly, even when guided to construct appropriate graphs, students were unable to conceptually link the abstract representation to concrete conceptual knowledge. On the other hand, by centering student thinking on the data in the 2nd iteration and using the models to illustrate abstract concepts conveyed in graphs, students were more likely to perform appropriate investigations and develop coherent, integrated explanations.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
New standards advocate for instruction that combines disciplinary knowledge and science and engineering practices. In this study we explore the design of an 8th grade science curriculum featuring interactive virtual models and guided graph construction exercises to support learning about density and inquiry practices. We apply observations about students’ difficulties in the 1st iteration to the redesign of the curriculum. In particular, we observed that students’ often misinterpreted the virtual models or used them inappropriately to confirm prior ideas. Similarly, even when guided to construct appropriate graphs, students were unable to conceptually link the abstract representation to concrete conceptual knowledge. On the other hand, by centering student thinking on the data in the 2nd iteration and using the models to illustrate abstract concepts conveyed in graphs, students were more likely to perform appropriate investigations and develop coherent, integrated explanations. |
Schwendimann, Beat A., Linn, Marcia C.: Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education. In: Journal of Research in Science Teaching, 53 (1), pp. 70–94, 2016, ISSN: 1098-2736. @article{schwendimann_comparing_2016,
title = {Comparing two forms of concept map critique activities to facilitate knowledge integration processes in evolution education},
author = {Beat A. Schwendimann and Marcia C. Linn},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21244},
doi = {10.1002/tea.21244},
issn = {1098-2736},
year = {2016},
date = {2016-01-01},
urldate = {2019-05-10},
journal = {Journal of Research in Science Teaching},
volume = {53},
number = {1},
pages = {70--94},
abstract = {Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n = 81) using an online inquiry-based learning unit on evolution were assigned to one of two conditions. Student dyads in one condition compared their concept maps against an expert map while dyads in the other condition conducted a peer-review. Analysis of the concept maps suggests that students in both conditions improved their understanding of evolution from pretest to posttest. However, the two conditions lead to different criteria: Students in the expert-map condition focused mostly on concept-focused criteria like concept classification while students in the peer-review condition used more link-focused criteria like link labels and missing connections. This paper suggests that both forms of KIM critique activities can be beneficial for constructing more coherent connections across different topics in evolution education. These results support the value of collaborative KIM critique activities and help clarify the forms of collaborative activities that are most likely to be effective to facilitate knowledge integration processes. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 70\textendash94, 2016.},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n = 81) using an online inquiry-based learning unit on evolution were assigned to one of two conditions. Student dyads in one condition compared their concept maps against an expert map while dyads in the other condition conducted a peer-review. Analysis of the concept maps suggests that students in both conditions improved their understanding of evolution from pretest to posttest. However, the two conditions lead to different criteria: Students in the expert-map condition focused mostly on concept-focused criteria like concept classification while students in the peer-review condition used more link-focused criteria like link labels and missing connections. This paper suggests that both forms of KIM critique activities can be beneficial for constructing more coherent connections across different topics in evolution education. These results support the value of collaborative KIM critique activities and help clarify the forms of collaborative activities that are most likely to be effective to facilitate knowledge integration processes. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 70–94, 2016. |
2015
|
Donnelly, Dermot F., Vitale, Jonathan M., Linn, Marcia C.: Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting. In: Journal of Science Education and Technology, 24 (6), pp. 861–874, 2015, ISSN: 1059-0145, 1573-1839. @article{donnelly_automated_2015,
title = {Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting},
author = {Dermot F. Donnelly and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-015-9569-1},
doi = {10.1007/s10956-015-9569-1},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {6},
pages = {861--874},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.: Revisiting for retention: An analytic for inquiry science learning.. In: Journal of Learning Analytics, 2 (2), pp. 75–101, 2015, ISSN: 19297750. @article{svihla_revisiting_2015,
title = {Revisiting for retention: An analytic for inquiry science learning.},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {19297750},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.: Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS. In: Journal of Research in Science Teaching, 52 (10), pp. 1426–1450, 2015, ISSN: 00224308. @article{vitale_taking_2015-2,
title = {Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21241},
doi = {10.1002/tea.21241},
issn = {00224308},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {52},
number = {10},
pages = {1426--1450},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.: Revisiting for retention: An analytic for inquiry science learning.. In: Journal of Learning Analytics, 2 (2), pp. 75–101, 2015, ISSN: 19297750. @article{svihla_revisiting_2015-1,
title = {Revisiting for retention: An analytic for inquiry science learning.},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {19297750},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Donnelly, Dermot F., Vitale, Jonathan M., Linn, Marcia C.: Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting. In: Journal of Science Education and Technology, 24 (6), pp. 861–874, 2015, ISSN: 1059-0145, 1573-1839. @article{donnelly_automated_2015-1,
title = {Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting},
author = {Dermot F. Donnelly and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-015-9569-1},
doi = {10.1007/s10956-015-9569-1},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {6},
pages = {861--874},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.: Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS. In: Journal of Research in Science Teaching, 52 (10), pp. 1426–1450, 2015, ISSN: 00224308. @article{vitale_taking_2015,
title = {Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21241},
doi = {10.1002/tea.21241},
issn = {00224308},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {52},
number = {10},
pages = {1426--1450},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.: Distributed Revisiting: an Analytic for Retention of Coherent Science Learning. In: Journal of Learning Analytics, 2 (2), pp. 75–101, 2015, ISSN: 1929-7750. @article{svihla_distributed_2015,
title = {Distributed Revisiting: an Analytic for Retention of Coherent Science Learning},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {https://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {1929-7750},
year = {2015},
date = {2015-12-01},
urldate = {2019-09-23},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {CLASS, GRIDS, PLANS},
pubstate = {published},
tppubtype = {article}
}
|
Svihla, Vanessa, Wester, Michael J., Linn, Marcia C.: Revisiting for retention: An analytic for inquiry science learning.. In: Journal of Learning Analytics, 2 (2), pp. 75–101, 2015, ISSN: 19297750. @article{svihla_revisiting_2015-2,
title = {Revisiting for retention: An analytic for inquiry science learning.},
author = {Vanessa Svihla and Michael J. Wester and Marcia C. Linn},
url = {http://epress.lib.uts.edu.au/journals/index.php/JLA/article/view/4267},
doi = {10.18608/jla.2015.22.7},
issn = {19297750},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Learning Analytics},
volume = {2},
number = {2},
pages = {75--101},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Donnelly, Dermot F., Vitale, Jonathan M., Linn, Marcia C.: Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting. In: Journal of Science Education and Technology, 24 (6), pp. 861–874, 2015, ISSN: 1059-0145, 1573-1839. @article{donnelly_automated_2015-2,
title = {Automated Guidance for Thermodynamics Essays: Critiquing Versus Revisiting},
author = {Dermot F. Donnelly and Jonathan M. Vitale and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-015-9569-1},
doi = {10.1007/s10956-015-9569-1},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {6},
pages = {861--874},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.: Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS. In: Journal of Research in Science Teaching, 52 (10), pp. 1426–1450, 2015, ISSN: 00224308. @article{vitale_taking_2015-1,
title = {Taking advantage of automated assessment of student-constructed graphs in science: AUTO ASSESSMENT OF STUDENT GRAPHS},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21241},
doi = {10.1002/tea.21241},
issn = {00224308},
year = {2015},
date = {2015-12-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {52},
number = {10},
pages = {1426--1450},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing and Validating Assessments of Complex Thinking in Science. In: Theory Into Practice, 54 (3), pp. 238–254, 2015, ISSN: 0040-5841, 1543-0421. @article{ryoo_designing_2015,
title = {Designing and Validating Assessments of Complex Thinking in Science},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/00405841.2015.1044374},
doi = {10.1080/00405841.2015.1044374},
issn = {0040-5841, 1543-0421},
year = {2015},
date = {2015-07-01},
urldate = {2017-11-18},
journal = {Theory Into Practice},
volume = {54},
number = {3},
pages = {238--254},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing and Validating Assessments of Complex Thinking in Science. In: Theory Into Practice, 54 (3), pp. 238–254, 2015, ISSN: 0040-5841, 1543-0421. @article{ryoo_designing_2015-1,
title = {Designing and Validating Assessments of Complex Thinking in Science},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/00405841.2015.1044374},
doi = {10.1080/00405841.2015.1044374},
issn = {0040-5841, 1543-0421},
year = {2015},
date = {2015-07-01},
urldate = {2017-11-16},
journal = {Theory Into Practice},
volume = {54},
number = {3},
pages = {238--254},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Matuk, Camillia, Linn, Marcia C.: Examining the Real and Perceived Impacts of a Public Idea Repository on Literacy and Science Inquiry. In: pp. 150, 2015. @inproceedings{matuk_examining_2015,
title = {Examining the Real and Perceived Impacts of a Public Idea Repository on Literacy and Science Inquiry},
author = {Camillia Matuk and Marcia C. Linn},
url = {https://repository.isls.org/handle/1/402},
year = {2015},
date = {2015-07-01},
urldate = {2017-11-16},
volume = {1},
pages = {150},
keywords = {CLASS, GRIDS},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing and Validating Assessments of Complex Thinking in Science. In: Theory Into Practice, 54 (3), pp. 238–254, 2015, ISSN: 0040-5841, 1543-0421. @article{ryoo_designing_2015-2,
title = {Designing and Validating Assessments of Complex Thinking in Science},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/full/10.1080/00405841.2015.1044374},
doi = {10.1080/00405841.2015.1044374},
issn = {0040-5841, 1543-0421},
year = {2015},
date = {2015-07-01},
urldate = {2017-11-16},
journal = {Theory Into Practice},
volume = {54},
number = {3},
pages = {238--254},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby, Matuk, Camillia, McElhaney, Kevin, Linn, Marcia C.: Automated, adaptive guidance for K-12 education. In: Educational Research Review, 15 , pp. 41–58, 2015, ISSN: 1747938X. @article{gerard_automated_2015-1,
title = {Automated, adaptive guidance for K-12 education},
author = {Libby Gerard and Camillia Matuk and Kevin McElhaney and Marcia C. Linn},
url = {http://linkinghub.elsevier.com/retrieve/pii/S1747938X15000238},
doi = {10.1016/j.edurev.2015.04.001},
issn = {1747938X},
year = {2015},
date = {2015-06-01},
urldate = {2017-11-18},
journal = {Educational Research Review},
volume = {15},
pages = {41--58},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby, Matuk, Camillia, McElhaney, Kevin, Linn, Marcia C.: Automated, adaptive guidance for K-12 education. In: Educational Research Review, 15 , pp. 41–58, 2015, ISSN: 1747938X. @article{gerard_automated_2015-2,
title = {Automated, adaptive guidance for K-12 education},
author = {Libby Gerard and Camillia Matuk and Kevin McElhaney and Marcia C. Linn},
url = {http://linkinghub.elsevier.com/retrieve/pii/S1747938X15000238},
doi = {10.1016/j.edurev.2015.04.001},
issn = {1747938X},
year = {2015},
date = {2015-06-01},
urldate = {2017-11-16},
journal = {Educational Research Review},
volume = {15},
pages = {41--58},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby, Matuk, Camillia, McElhaney, Kevin, Linn, Marcia C.: Automated, adaptive guidance for K-12 education. In: Educational Research Review, 15 , pp. 41–58, 2015, ISSN: 1747938X. @article{gerard_automated_2015,
title = {Automated, adaptive guidance for K-12 education},
author = {Libby Gerard and Camillia Matuk and Kevin McElhaney and Marcia C. Linn},
url = {http://linkinghub.elsevier.com/retrieve/pii/S1747938X15000238},
doi = {10.1016/j.edurev.2015.04.001},
issn = {1747938X},
year = {2015},
date = {2015-06-01},
urldate = {2017-11-16},
journal = {Educational Research Review},
volume = {15},
pages = {41--58},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Ryoo, Kihyun, Linn, Marcia C., Sato, Elissa, Svihla, Vanessa: Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study. In: International Journal of Science Education, 37 (7), pp. 1044–1066, 2015, ISSN: 0950-0693, 1464-5289. @article{liu_measuring_2015-1,
title = {Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study},
author = {Ou Lydia Liu and Kihyun Ryoo and Marcia C. Linn and Elissa Sato and Vanessa Svihla},
url = {http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1016470},
doi = {10.1080/09500693.2015.1016470},
issn = {0950-0693, 1464-5289},
year = {2015},
date = {2015-05-01},
urldate = {2017-11-18},
journal = {International Journal of Science Education},
volume = {37},
number = {7},
pages = {1044--1066},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Ryoo, Kihyun, Linn, Marcia C., Sato, Elissa, Svihla, Vanessa: Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study. In: International Journal of Science Education, 37 (7), pp. 1044–1066, 2015, ISSN: 0950-0693, 1464-5289. @article{liu_measuring_2015-2,
title = {Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study},
author = {Ou Lydia Liu and Kihyun Ryoo and Marcia C. Linn and Elissa Sato and Vanessa Svihla},
url = {http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1016470},
doi = {10.1080/09500693.2015.1016470},
issn = {0950-0693, 1464-5289},
year = {2015},
date = {2015-05-01},
urldate = {2017-11-16},
journal = {International Journal of Science Education},
volume = {37},
number = {7},
pages = {1044--1066},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Ryoo, Kihyun, Linn, Marcia C., Sato, Elissa, Svihla, Vanessa: Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study. In: International Journal of Science Education, 37 (7), pp. 1044–1066, 2015, ISSN: 0950-0693, 1464-5289. @article{liu_measuring_2015,
title = {Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study},
author = {Ou Lydia Liu and Kihyun Ryoo and Marcia C. Linn and Elissa Sato and Vanessa Svihla},
url = {http://www.tandfonline.com/doi/full/10.1080/09500693.2015.1016470},
doi = {10.1080/09500693.2015.1016470},
issn = {0950-0693, 1464-5289},
year = {2015},
date = {2015-05-01},
urldate = {2017-11-16},
journal = {International Journal of Science Education},
volume = {37},
number = {7},
pages = {1044--1066},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Visintainer, Tammie, Linn, Marcia: Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change. In: Journal of Science Education and Technology, 24 (2-3), pp. 287–310, 2015, ISSN: 1059-0145, 1573-1839. @article{visintainer_sixth-grade_2015-1,
title = {Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change},
author = {Tammie Visintainer and Marcia Linn},
url = {http://link.springer.com/10.1007/s10956-014-9538-0},
doi = {10.1007/s10956-014-9538-0},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-04-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {2-3},
pages = {287--310},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Visintainer, Tammie, Linn, Marcia: Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change. In: Journal of Science Education and Technology, 24 (2-3), pp. 287–310, 2015, ISSN: 1059-0145, 1573-1839. @article{visintainer_sixth-grade_2015-2,
title = {Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change},
author = {Tammie Visintainer and Marcia Linn},
url = {http://link.springer.com/10.1007/s10956-014-9538-0},
doi = {10.1007/s10956-014-9538-0},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-04-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {2-3},
pages = {287--310},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
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|
Visintainer, Tammie, Linn, Marcia: Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change. In: Journal of Science Education and Technology, 24 (2-3), pp. 287–310, 2015, ISSN: 1059-0145, 1573-1839. @article{visintainer_sixth-grade_2015,
title = {Sixth-Grade Students’ Progress in Understanding the Mechanisms of Global Climate Change},
author = {Tammie Visintainer and Marcia Linn},
url = {http://link.springer.com/10.1007/s10956-014-9538-0},
doi = {10.1007/s10956-014-9538-0},
issn = {1059-0145, 1573-1839},
year = {2015},
date = {2015-04-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {24},
number = {2-3},
pages = {287--310},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Matuk, Camillia F., Linn, Marcia C., Eylon, Bat-Sheva: Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units. In: Instructional Science, 43 (2), pp. 229–257, 2015, ISSN: 0020-4277, 1573-1952. @article{matuk_technology_2015,
title = {Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units},
author = {Camillia F. Matuk and Marcia C. Linn and Bat-Sheva Eylon},
url = {http://link.springer.com/10.1007/s11251-014-9338-1},
doi = {10.1007/s11251-014-9338-1},
issn = {0020-4277, 1573-1952},
year = {2015},
date = {2015-03-01},
urldate = {2017-11-18},
journal = {Instructional Science},
volume = {43},
number = {2},
pages = {229--257},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Matuk, Camillia F., Linn, Marcia C., Eylon, Bat-Sheva: Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units. In: Instructional Science, 43 (2), pp. 229–257, 2015, ISSN: 0020-4277, 1573-1952. @article{matuk_technology_2015-1,
title = {Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units},
author = {Camillia F. Matuk and Marcia C. Linn and Bat-Sheva Eylon},
url = {http://link.springer.com/10.1007/s11251-014-9338-1},
doi = {10.1007/s11251-014-9338-1},
issn = {0020-4277, 1573-1952},
year = {2015},
date = {2015-03-01},
urldate = {2017-11-16},
journal = {Instructional Science},
volume = {43},
number = {2},
pages = {229--257},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Matuk, Camillia F., Linn, Marcia C., Eylon, Bat-Sheva: Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units. In: Instructional Science, 43 (2), pp. 229–257, 2015, ISSN: 0020-4277, 1573-1952. @article{matuk_technology_2015-2,
title = {Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units},
author = {Camillia F. Matuk and Marcia C. Linn and Bat-Sheva Eylon},
url = {http://link.springer.com/10.1007/s11251-014-9338-1},
doi = {10.1007/s11251-014-9338-1},
issn = {0020-4277, 1573-1952},
year = {2015},
date = {2015-03-01},
urldate = {2017-11-16},
journal = {Instructional Science},
volume = {43},
number = {2},
pages = {229--257},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., Stone, E.: Undergraduate research experiences: Impacts and opportunities. In: Science, 347 (6222), pp. 1261757–1261757, 2015, ISSN: 0036-8075, 1095-9203. @article{linn_undergraduate_2015,
title = {Undergraduate research experiences: Impacts and opportunities},
author = {M. C. Linn and E. Palmer and A. Baranger and E. Gerard and E. Stone},
url = {http://www.sciencemag.org/cgi/doi/10.1126/science.1261757},
doi = {10.1126/science.1261757},
issn = {0036-8075, 1095-9203},
year = {2015},
date = {2015-02-01},
urldate = {2017-11-16},
journal = {Science},
volume = {347},
number = {6222},
pages = {1261757--1261757},
keywords = {CLASS},
pubstate = {published},
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|
Linn, Marcia C., Palmer, Erin, Baranger, Anne, Gerard, Elizabeth, Stone, Elisa: Undergraduate research experiences: Impacts and opportunities. In: Science, 347 (6222), pp. 1261757, 2015, ISSN: 0036-8075, 1095-9203. @article{linn_undergraduate_2015-1,
title = {Undergraduate research experiences: Impacts and opportunities},
author = {Marcia C. Linn and Erin Palmer and Anne Baranger and Elizabeth Gerard and Elisa Stone},
url = {https://science.sciencemag.org/content/347/6222/1261757},
doi = {10.1126/science.1261757},
issn = {0036-8075, 1095-9203},
year = {2015},
date = {2015-02-01},
urldate = {2019-05-10},
journal = {Science},
volume = {347},
number = {6222},
pages = {1261757},
abstract = {textlessptextgreaterFor any undergraduate contemplating a career in scientific research, participating in authentic research seems like a good opportunity. But what are authentic research experiences? How do they benefit undergraduates? What forms of mentoring are successful? What needs improvement? And how can these experiences meet the needs of interested students while at the same time be cost-effective in large research universities?textless/ptextgreatertextlessptextgreaterWe review the research tackling these questions and find few answers. While most undergraduates give high ratings to research experiences, specific benefits have not been documented. Of the 60 empirical studies published in the last 5 years, only 4 directly measured gains in research capabilities or conceptual understanding. Most studies draw conclusions from self-report surveys or interviews, notoriously poor methods for documenting impacts. These studies leave us with few insights into what works and little idea about how to make the experiences more effective.textless/ptextgreatertextlessh3textgreaterBACKGROUNDtextless/h3textgreater textlessptextgreaterMost colleges and universities offer Undergraduate Research Experiences (UREs) and/or Course-based Undergraduate Research Experiences (CUREs) (Fig. 1). Two large surveys, the 2004 Freshman Survey and the 2008 College Senior Survey, administered at over 200 institutions, generated data about the impact of undergraduate research experiences on persistence in science and intention to pursue graduate school. These studies document that students appreciate undergraduate research experiences. The surveys are unable, however, to distinguish between UREs and CUREs. In addition, the value that undergraduate research adds cannot be disentangled from precollege preparation, especially for students from groups that are underrepresented in science.textless/ptextgreatertextlessh3textgreaterADVANCEStextless/h3textgreater textlessptextgreaterDesigners of UREs expect students to benefit from participating in a scientific laboratory but have not determined optimal ways to orient and guide participants. Students often expect the URE to mimic their college laboratory experiences with procedural guidance and planned outcomes. During the first year of a URE, students often report spending most of their effort on setting up and conducting experiments and limited effort on understanding the investigation or interpreting the results. Students would benefit from an orientation that integrates their beliefs and expectations with the realities of the research experience. The few studies that measure changes in understanding of scientific practices or relevant science concepts report little or no gains after 1 year in a URE. Students who spend over a year in a URE often learn new methodological techniques, collect their own data, interpret findings, and formulate new research questions. The slow enculturation into lab activities may make sense, especially when students join labs investigating questions that do not arise in undergraduate education. The time and resources needed, however, limit the scalability of UREs. Students encounter new ideas during their research experiences but often need guidance to integrate these ideas with their expectations. We discuss ways that designers of UREs can speed up enculturation and strengthen guidance.textless/ptextgreatertextlessptextgreaterIndividual mentoring emerges as an effective way to guide students and improve learning from research experiences. Activities that could help students benefit from research experiences include discussion with mentors, participation in group meetings where current research is discussed, guided opportunities to explore relevant research literature, reflection on observations in weekly journals, and synthesis of their insights by creating research proposals, reports, or posters. We discuss ways to prepare mentors so that they can efficiently guide students.textless/ptextgreatertextlessh3textgreaterOUTLOOKtextless/h3textgreater textlessptextgreaterUndergraduate research experiences absorb a lot of time, money, and effort. The costs and benefits of research experiences for building human capital, benefitting undergraduates, improving workforce diversity, and strengthening educational outcomes need better understanding. Making the best use of extramural funds and the (often voluntary) contributions of faculty to improve undergraduate research experiences requires a strong research base.textless/ptextgreatertextlessptextgreaterMore rigorous research is needed, and the field could benefit by building on insights from the learning sciences. We use the knowledge integration framework to interpret the available findings and to identify gaps in the research base.textless/ptextgreatertextlessptextgreaterWe discuss ways to develop validated, generalizable assessments such as methods for measuring ability to locate and interpret primary literature. We suggest techniques for developing criteria for evaluating mentoring interactions. We identify ways to strengthen mentoring and to ensure that research experiences meet the needs of diverse students. textless/ptextgreater},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
textlessptextgreaterFor any undergraduate contemplating a career in scientific research, participating in authentic research seems like a good opportunity. But what are authentic research experiences? How do they benefit undergraduates? What forms of mentoring are successful? What needs improvement? And how can these experiences meet the needs of interested students while at the same time be cost-effective in large research universities?textless/ptextgreatertextlessptextgreaterWe review the research tackling these questions and find few answers. While most undergraduates give high ratings to research experiences, specific benefits have not been documented. Of the 60 empirical studies published in the last 5 years, only 4 directly measured gains in research capabilities or conceptual understanding. Most studies draw conclusions from self-report surveys or interviews, notoriously poor methods for documenting impacts. These studies leave us with few insights into what works and little idea about how to make the experiences more effective.textless/ptextgreatertextlessh3textgreaterBACKGROUNDtextless/h3textgreater textlessptextgreaterMost colleges and universities offer Undergraduate Research Experiences (UREs) and/or Course-based Undergraduate Research Experiences (CUREs) (Fig. 1). Two large surveys, the 2004 Freshman Survey and the 2008 College Senior Survey, administered at over 200 institutions, generated data about the impact of undergraduate research experiences on persistence in science and intention to pursue graduate school. These studies document that students appreciate undergraduate research experiences. The surveys are unable, however, to distinguish between UREs and CUREs. In addition, the value that undergraduate research adds cannot be disentangled from precollege preparation, especially for students from groups that are underrepresented in science.textless/ptextgreatertextlessh3textgreaterADVANCEStextless/h3textgreater textlessptextgreaterDesigners of UREs expect students to benefit from participating in a scientific laboratory but have not determined optimal ways to orient and guide participants. Students often expect the URE to mimic their college laboratory experiences with procedural guidance and planned outcomes. During the first year of a URE, students often report spending most of their effort on setting up and conducting experiments and limited effort on understanding the investigation or interpreting the results. Students would benefit from an orientation that integrates their beliefs and expectations with the realities of the research experience. The few studies that measure changes in understanding of scientific practices or relevant science concepts report little or no gains after 1 year in a URE. Students who spend over a year in a URE often learn new methodological techniques, collect their own data, interpret findings, and formulate new research questions. The slow enculturation into lab activities may make sense, especially when students join labs investigating questions that do not arise in undergraduate education. The time and resources needed, however, limit the scalability of UREs. Students encounter new ideas during their research experiences but often need guidance to integrate these ideas with their expectations. We discuss ways that designers of UREs can speed up enculturation and strengthen guidance.textless/ptextgreatertextlessptextgreaterIndividual mentoring emerges as an effective way to guide students and improve learning from research experiences. Activities that could help students benefit from research experiences include discussion with mentors, participation in group meetings where current research is discussed, guided opportunities to explore relevant research literature, reflection on observations in weekly journals, and synthesis of their insights by creating research proposals, reports, or posters. We discuss ways to prepare mentors so that they can efficiently guide students.textless/ptextgreatertextlessh3textgreaterOUTLOOKtextless/h3textgreater textlessptextgreaterUndergraduate research experiences absorb a lot of time, money, and effort. The costs and benefits of research experiences for building human capital, benefitting undergraduates, improving workforce diversity, and strengthening educational outcomes need better understanding. Making the best use of extramural funds and the (often voluntary) contributions of faculty to improve undergraduate research experiences requires a strong research base.textless/ptextgreatertextlessptextgreaterMore rigorous research is needed, and the field could benefit by building on insights from the learning sciences. We use the knowledge integration framework to interpret the available findings and to identify gaps in the research base.textless/ptextgreatertextlessptextgreaterWe discuss ways to develop validated, generalizable assessments such as methods for measuring ability to locate and interpret primary literature. We suggest techniques for developing criteria for evaluating mentoring interactions. We identify ways to strengthen mentoring and to ensure that research experiences meet the needs of diverse students. textless/ptextgreater |
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., Stone, E.: Undergraduate research experiences: Impacts and opportunities. In: Science, 347 (6222), pp. 1261757–1261757, 2015, ISSN: 0036-8075, 1095-9203. @article{linn_undergraduate_2015-2,
title = {Undergraduate research experiences: Impacts and opportunities},
author = {M. C. Linn and E. Palmer and A. Baranger and E. Gerard and E. Stone},
url = {http://www.sciencemag.org/cgi/doi/10.1126/science.1261757},
doi = {10.1126/science.1261757},
issn = {0036-8075, 1095-9203},
year = {2015},
date = {2015-02-01},
urldate = {2017-11-18},
journal = {Science},
volume = {347},
number = {6222},
pages = {1261757--1261757},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Miller, David I., Eagly, Alice H., Linn, Marcia C.: Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.. In: Journal of Educational Psychology, 107 (3), pp. 631–644, 2015, ISSN: 1939-2176, 0022-0663. @article{miller_womens_2015,
title = {Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.},
author = {David I. Miller and Alice H. Eagly and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000005},
doi = {10.1037/edu0000005},
issn = {1939-2176, 0022-0663},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-18},
journal = {Journal of Educational Psychology},
volume = {107},
number = {3},
pages = {631--644},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
McElhaney, Kevin W., Chang, Hsin-Yi, Chiu, Jennifer L., Linn, Marcia C.: Evidence for effective uses of dynamic visualisations in science curriculum materials. In: Studies in Science Education, 51 (1), pp. 49–85, 2015, ISSN: 0305-7267, 1940-8412. @article{mcelhaney_evidence_2015-1,
title = {Evidence for effective uses of dynamic visualisations in science curriculum materials},
author = {Kevin W. McElhaney and Hsin-Yi Chang and Jennifer L. Chiu and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/03057267.2014.984506},
doi = {10.1080/03057267.2014.984506},
issn = {0305-7267, 1940-8412},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-16},
journal = {Studies in Science Education},
volume = {51},
number = {1},
pages = {49--85},
keywords = {GRIDS},
pubstate = {published},
tppubtype = {article}
}
|
Clark, Douglas B., Nelson, Brian, Atkinson, Robert, Ramirez-Marin, Frank, Medina-Jerez, William: Integrating flexible language supports within online science learning environments. In: Tirupalavanam G. Ganesh, Anna W. Boriack, Jacqueline R. Stillsano, Trina J. Davis, Hersch C. Waxman (Ed.): Research on technology use in multicultural settings, pp. 75–106, Information Age Publishing, Inc, Charlotte, NC, 2015, ISBN: 978-1-62396-825-0 978-1-62396-826-7. @incollection{ganesh_integrating_2015,
title = {Integrating flexible language supports within online science learning environments},
author = {Douglas B. Clark and Brian Nelson and Robert Atkinson and Frank Ramirez-Marin and William Medina-Jerez},
editor = {Tirupalavanam G. Ganesh and Anna W. Boriack and Jacqueline R. Stillsano and Trina J. Davis and Hersch C. Waxman},
isbn = {978-1-62396-825-0 978-1-62396-826-7},
year = {2015},
date = {2015-01-01},
booktitle = {Research on technology use in multicultural settings},
pages = {75--106},
publisher = {Information Age Publishing, Inc},
address = {Charlotte, NC},
series = {Research in educational diversity and excellence},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
|
Miller, David I., Eagly, Alice H., Linn, Marcia C.: Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.. In: Journal of Educational Psychology, 107 (3), pp. 631–644, 2015, ISSN: 1939-2176, 0022-0663. @article{miller_womens_2015-1,
title = {Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.},
author = {David I. Miller and Alice H. Eagly and Marcia C. Linn},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000005},
doi = {10.1037/edu0000005},
issn = {1939-2176, 0022-0663},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {107},
number = {3},
pages = {631--644},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
McElhaney, Kevin W., Chang, Hsin-Yi, Chiu, Jennifer L., Linn, Marcia C.: Evidence for effective uses of dynamic visualisations in science curriculum materials. In: Studies in Science Education, 51 (1), pp. 49–85, 2015, ISSN: 0305-7267, 1940-8412. @article{mcelhaney_evidence_2015-2,
title = {Evidence for effective uses of dynamic visualisations in science curriculum materials},
author = {Kevin W. McElhaney and Hsin-Yi Chang and Jennifer L. Chiu and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/03057267.2014.984506},
doi = {10.1080/03057267.2014.984506},
issn = {0305-7267, 1940-8412},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-16},
journal = {Studies in Science Education},
volume = {51},
number = {1},
pages = {49--85},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Linn, Marcia C., Eylon, Bat-Sheva, Rafferty, Anna, Vitale, Jonathan M.: Designing Instruction to Improve Lifelong Inquiry Learning. In: Eurasia Journal of Mathematics, Science and Technology Education, 11 (2), pp. 217–225, 2015, ISSN: 1305-8215, 1305-8223. @article{linn_designing_2015,
title = {Designing Instruction to Improve Lifelong Inquiry Learning},
author = {Marcia C. Linn and Bat-Sheva Eylon and Anna Rafferty and Jonathan M. Vitale},
url = {http://www.ejmste.com/Designing-Instruction-to-Improve-Lifelong-Inquiry-Learning,74929,0,2.html},
doi = {10.12973/eurasia.2015.1317a},
issn = {1305-8215, 1305-8223},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-16},
journal = {Eurasia Journal of Mathematics, Science and Technology Education},
volume = {11},
number = {2},
pages = {217--225},
abstract = {Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we report on ways to design precollege units that...},
keywords = {CLASS, GRIDS},
pubstate = {published},
tppubtype = {article}
}
Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we report on ways to design precollege units that... |
McElhaney, Kevin W., Chang, Hsin-Yi, Chiu, Jennifer L., Linn, Marcia C.: Evidence for effective uses of dynamic visualisations in science curriculum materials. In: Studies in Science Education, 51 (1), pp. 49–85, 2015, ISSN: 0305-7267, 1940-8412. @article{mcelhaney_evidence_2015,
title = {Evidence for effective uses of dynamic visualisations in science curriculum materials},
author = {Kevin W. McElhaney and Hsin-Yi Chang and Jennifer L. Chiu and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/03057267.2014.984506},
doi = {10.1080/03057267.2014.984506},
issn = {0305-7267, 1940-8412},
year = {2015},
date = {2015-01-01},
urldate = {2017-11-18},
journal = {Studies in Science Education},
volume = {51},
number = {1},
pages = {49--85},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
2014
|
Donnelly, D. F., Linn, M. C., Ludvigsen, S.: Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. In: Review of Educational Research, 84 (4), pp. 572–608, 2014, ISSN: 0034-6543, 1935-1046. @article{donnelly_impacts_2014,
title = {Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students},
author = {D. F. Donnelly and M. C. Linn and S. Ludvigsen},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654314546954},
doi = {10.3102/0034654314546954},
issn = {0034-6543, 1935-1046},
year = {2014},
date = {2014-12-01},
urldate = {2017-11-18},
journal = {Review of Educational Research},
volume = {84},
number = {4},
pages = {572--608},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Donnelly, D. F., Linn, M. C., Ludvigsen, S.: Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. In: Review of Educational Research, 84 (4), pp. 572–608, 2014, ISSN: 0034-6543, 1935-1046. @article{donnelly_impacts_2014-1,
title = {Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students},
author = {D. F. Donnelly and M. C. Linn and S. Ludvigsen},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654314546954},
doi = {10.3102/0034654314546954},
issn = {0034-6543, 1935-1046},
year = {2014},
date = {2014-12-01},
urldate = {2017-11-19},
journal = {Review of Educational Research},
volume = {84},
number = {4},
pages = {572--608},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Donnelly, D. F., Linn, M. C., Ludvigsen, S.: Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students. In: Review of Educational Research, 84 (4), pp. 572–608, 2014, ISSN: 0034-6543, 1935-1046. @article{donnelly_impacts_2014-2,
title = {Impacts and Characteristics of Computer-Based Science Inquiry Learning Environments for Precollege Students},
author = {D. F. Donnelly and M. C. Linn and S. Ludvigsen},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654314546954},
doi = {10.3102/0034654314546954},
issn = {0034-6543, 1935-1046},
year = {2014},
date = {2014-12-01},
urldate = {2017-11-16},
journal = {Review of Educational Research},
volume = {84},
number = {4},
pages = {572--608},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Brew, Chris, Blackmore, John, Gerard, Libby, Madhok, Jacquie, Linn, Marcia C.: Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles. In: Educational Measurement: Issues and Practice, 33 (2), pp. 19–28, 2014, ISSN: 07311745. @article{liu_automated_2014-1,
title = {Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles},
author = {Ou Lydia Liu and Chris Brew and John Blackmore and Libby Gerard and Jacquie Madhok and Marcia C. Linn},
url = {http://doi.wiley.com/10.1111/emip.12028},
doi = {10.1111/emip.12028},
issn = {07311745},
year = {2014},
date = {2014-06-01},
urldate = {2017-11-18},
journal = {Educational Measurement: Issues and Practice},
volume = {33},
number = {2},
pages = {19--28},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Brew, Chris, Blackmore, John, Gerard, Libby, Madhok, Jacquie, Linn, Marcia C.: Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles. In: Educational Measurement: Issues and Practice, 33 (2), pp. 19–28, 2014, ISSN: 07311745. @article{liu_automated_2014-2,
title = {Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles},
author = {Ou Lydia Liu and Chris Brew and John Blackmore and Libby Gerard and Jacquie Madhok and Marcia C. Linn},
url = {http://doi.wiley.com/10.1111/emip.12028},
doi = {10.1111/emip.12028},
issn = {07311745},
year = {2014},
date = {2014-06-01},
urldate = {2017-11-19},
journal = {Educational Measurement: Issues and Practice},
volume = {33},
number = {2},
pages = {19--28},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Brew, Chris, Blackmore, John, Gerard, Libby, Madhok, Jacquie, Linn, Marcia C.: Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles. In: Educational Measurement: Issues and Practice, 33 (2), pp. 19–28, 2014, ISSN: 07311745. @article{liu_automated_2014,
title = {Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles},
author = {Ou Lydia Liu and Chris Brew and John Blackmore and Libby Gerard and Jacquie Madhok and Marcia C. Linn},
url = {http://doi.wiley.com/10.1111/emip.12028},
doi = {10.1111/emip.12028},
issn = {07311745},
year = {2014},
date = {2014-06-01},
urldate = {2017-11-16},
journal = {Educational Measurement: Issues and Practice},
volume = {33},
number = {2},
pages = {19--28},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Voogt, J. M., McKenney, Susan, Kali, Yael, Breleux, A., Cober, R., Slotta, J., Eylon, B-S., Itow, R., Konings, K., Laferriere, T., Linn, M. C., Markauskaite, L., Reeve, R., Sagy, O., So, H-J., Svihla, V., Tan, E., Matuk, C.: Teachers as Designers. In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 14–20, International Society of the Learning Sciences, Colorado, 2014. @inproceedings{voogt_teachers_2014,
title = {Teachers as Designers},
author = {J. M. Voogt and Susan McKenney and Yael Kali and A. Breleux and R. Cober and J. Slotta and B-S. Eylon and R. Itow and K. Konings and T. Laferriere and M. C. Linn and L. Markauskaite and R. Reeve and O. Sagy and H-J. So and V. Svihla and E. Tan and C. Matuk},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {14--20},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Graph construction and interpretation are critical 21st-century skills. In this study we investigate how 8th grade students construct graphs in the context of a week-long online curriculum unit that links dynamic visualizations to graphical data. We test two forms of visualization: dual animation depicting both the student's graph and the correct graph in terms of a narrative context and single animation depicting only the student's graph. Quantitative results indicate that both forms of animation supported understanding, but dual animation facilitated construction of more accurate graphs earlier in the unit. Case studies reveal unique graphing patterns associated with each form of animation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Graph construction and interpretation are critical 21st-century skills. In this study we investigate how 8th grade students construct graphs in the context of a week-long online curriculum unit that links dynamic visualizations to graphical data. We test two forms of visualization: dual animation depicting both the student's graph and the correct graph in terms of a narrative context and single animation depicting only the student's graph. Quantitative results indicate that both forms of animation supported understanding, but dual animation facilitated construction of more accurate graphs earlier in the unit. Case studies reveal unique graphing patterns associated with each form of animation. |
Vitale, Jonathan M., Lai, Kevin, Linn, Marcia C.: Dynamic Visualization of Motion for Student-Generated Graphs. In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 769–776, International Society of the Learning Sciences, Colorado, 2014. @inproceedings{vitale_dynamic_2014,
title = {Dynamic Visualization of Motion for Student-Generated Graphs},
author = {Jonathan M. Vitale and Kevin Lai and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1192},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {769--776},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Graph construction and interpretation are critical 21st-century skills. In this study we investigate how 8th grade students construct graphs in the context of a week-long online curriculum unit that links dynamic visualizations to graphical data. We test two forms of visualization: dual animation depicting both the student's graph and the correct graph in terms of a narrative context and single animation depicting only the student's graph. Quantitative results indicate that both forms of animation supported understanding, but dual animation facilitated construction of more accurate graphs earlier in the unit. Case studies reveal unique graphing patterns associated with each form of animation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Graph construction and interpretation are critical 21st-century skills. In this study we investigate how 8th grade students construct graphs in the context of a week-long online curriculum unit that links dynamic visualizations to graphical data. We test two forms of visualization: dual animation depicting both the student's graph and the correct graph in terms of a narrative context and single animation depicting only the student's graph. Quantitative results indicate that both forms of animation supported understanding, but dual animation facilitated construction of more accurate graphs earlier in the unit. Case studies reveal unique graphing patterns associated with each form of animation. |
Sato, Elissa, Linn, Marcia C.: Designing Critique to Improve Conceptual Understanding. In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 471–478, International Society of the Learning Sciences, Colorado, 2014. @inproceedings{sato_designing_2014,
title = {Designing Critique to Improve Conceptual Understanding},
author = {Elissa Sato and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1152},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {471--478},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Students become entangled in their varied scientific ideas and struggle to reconcile their understanding with ideas encountered in instruction. This design-based study with a sixth-grade technology-enhanced inquiry science unit on global climate change investigates how critique can support students in refining their conceptual understanding. Specifically, the study investigates whether students' ability to benefit from critique is impacted by the complexity of the critique artifact. Findings show that students can equally benefit from critiquing explanations of varying complexity when guided to consider a range of alternative ideas during critique The results show the value of designing critique to support students in distinguishing among their own and alternative ideas. Case studies illustrate how students engaged with opportunities provided by the guidance, and indicate areas where further research is necessary to refine the design of critique as a means to support conceptual learning in science.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Students become entangled in their varied scientific ideas and struggle to reconcile their understanding with ideas encountered in instruction. This design-based study with a sixth-grade technology-enhanced inquiry science unit on global climate change investigates how critique can support students in refining their conceptual understanding. Specifically, the study investigates whether students' ability to benefit from critique is impacted by the complexity of the critique artifact. Findings show that students can equally benefit from critiquing explanations of varying complexity when guided to consider a range of alternative ideas during critique The results show the value of designing critique to support students in distinguishing among their own and alternative ideas. Case studies illustrate how students engaged with opportunities provided by the guidance, and indicate areas where further research is necessary to refine the design of critique as a means to support conceptual learning in science. |
Ryoo, K., Linn, Marcia C.: Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction. In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 1585–1586, International Society of the Learning Sciences, Colorado, 2014. @inproceedings{ryoo_comparison_2014,
title = {Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction},
author = {K. Ryoo and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org/handle/1/1049},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {3},
pages = {1585--1586},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance. |
Rafferty, Anna N., Gerard, Libby, McElhaney, Kevin, Linn, Marcia C.: Promoting Student Learning through Automated Formative Guidance on Chemistry Drawings. In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 386–393, International Society of the Learning Sciences, Colorado, 2014. @inproceedings{rafferty_promoting_2014,
title = {Promoting Student Learning through Automated Formative Guidance on Chemistry Drawings},
author = {Anna N. Rafferty and Libby Gerard and Kevin McElhaney and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1140},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {1},
pages = {386--393},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {We investigated the effect of automated guidance on student-generated chemistry drawings in computer-based learning activities. Expert teachers provide guidance on generative tasks such as drawings or essays that encourages students to refine their understanding, often by gathering more evidence. We developed algorithms to score student drawings and designed guidance for each score level. The guidance was intended to promote coherent understanding. We compared computer-generated guidance to teacher guidance in two studies, conducted with over 300 students in secondary classrooms. The studies suggest that automated guidance is as effective as teacher guidance for improving student understanding. Teachers appreciated the assessment of class progress provided by the automated guidance. They reported that it took them several hours to grade their five classes of 30 to 40 students. Thus, automated guidance can reduce the time teachers spend evaluating student work, creating more time for planning lessons, facilitating inquiry, or guiding individual students.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
We investigated the effect of automated guidance on student-generated chemistry drawings in computer-based learning activities. Expert teachers provide guidance on generative tasks such as drawings or essays that encourages students to refine their understanding, often by gathering more evidence. We developed algorithms to score student drawings and designed guidance for each score level. The guidance was intended to promote coherent understanding. We compared computer-generated guidance to teacher guidance in two studies, conducted with over 300 students in secondary classrooms. The studies suggest that automated guidance is as effective as teacher guidance for improving student understanding. Teachers appreciated the assessment of class progress provided by the automated guidance. They reported that it took them several hours to grade their five classes of 30 to 40 students. Thus, automated guidance can reduce the time teachers spend evaluating student work, creating more time for planning lessons, facilitating inquiry, or guiding individual students. |
Matuk, Camillia, Linn, Marcia C.: Exploring A Digital Tool for Exchanging Ideas During Science Inquiry. In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 895–902, International Society of the Learning Sciences, Colorado, 2014. @inproceedings{matuk_exploring_2014,
title = {Exploring A Digital Tool for Exchanging Ideas During Science Inquiry},
author = {Camillia Matuk and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and D. K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1210},
year = {2014},
date = {2014-06-01},
urldate = {2019-09-23},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {2},
pages = {895--902},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {Practicing science increasingly involves knowing how to participate in a networked knowledge community. This includes expressing scientifically informed ideas, sharing ideas with peers, and evaluating multiple sources of information. Effective instruction builds on students' prior ideas, enables them to benefit from exchanging ideas with others, and supports them learning from one another. How might technology support these exchanges? And how might documenting these exchanges inform teachers' and researchers' improvements to their instruction and design? We describe the Public Idea Manager, a new curriculum-integrated tool that supports students exchanging ideas during web-based science inquiry. Our exploratory analyses show relationships between the diversity and sources of students' ideas and the quality of their explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with information and with each other.},
keywords = {CLASS, VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
Practicing science increasingly involves knowing how to participate in a networked knowledge community. This includes expressing scientifically informed ideas, sharing ideas with peers, and evaluating multiple sources of information. Effective instruction builds on students' prior ideas, enables them to benefit from exchanging ideas with others, and supports them learning from one another. How might technology support these exchanges? And how might documenting these exchanges inform teachers' and researchers' improvements to their instruction and design? We describe the Public Idea Manager, a new curriculum-integrated tool that supports students exchanging ideas during web-based science inquiry. Our exploratory analyses show relationships between the diversity and sources of students' ideas and the quality of their explanations. We discuss implications for formative assessment, and for the role of technology in supporting students to engage more meaningfully with information and with each other. |
Ryoo, Kihyun, Linn, Marcia C.: Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction. In: J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. DÁmico (Ed.): Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014, pp. 1585–1586, International Society of the Learning Sciences, Colorado, 2014, (Publisher: Boulder, CO: International Society of the Learning Sciences). @inproceedings{ryoo_comparison_2014-1,
title = {Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction},
author = {Kihyun Ryoo and Marcia C. Linn},
editor = {J. L. Polman and E. A. Kyza and K. O'Neill and I. Tabak and W. R. Penuel and A. S. Jurow and K. O'Connor and T. Lee and L. D\'{A}mico},
url = {https://repository.isls.org//handle/1/1049},
year = {2014},
date = {2014-06-01},
urldate = {2021-12-09},
booktitle = {Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014},
volume = {3},
pages = {1585--1586},
publisher = {International Society of the Learning Sciences},
address = {Colorado},
abstract = {This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance.},
note = {Publisher: Boulder, CO: International Society of the Learning Sciences},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
This study compares two types of automated adaptive guidance for concept diagrams to improve middle school students' science learning in web-based inquiry instruction. Specific guidance tells students precisely what to improve, while knowledge integration guidance suggests revisiting a specific visualization to locate useful information. The results suggest that knowledge integration guidance is more effective in helping students distinguish among multiple ideas and develop more coherent views than specific guidance. |
Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., Rafferty, A. N.: Computer-Guided Inquiry to Improve Science Learning. In: Science, 344 (6180), pp. 155–156, 2014, ISSN: 0036-8075, 1095-9203. @article{linn_computer-guided_2014-1,
title = {Computer-Guided Inquiry to Improve Science Learning},
author = {M. C. Linn and L. Gerard and K. Ryoo and K. McElhaney and O. L. Liu and A. N. Rafferty},
url = {http://www.sciencemag.org/cgi/doi/10.1126/science.1245980},
doi = {10.1126/science.1245980},
issn = {0036-8075, 1095-9203},
year = {2014},
date = {2014-04-01},
urldate = {2017-11-19},
journal = {Science},
volume = {344},
number = {6180},
pages = {155--156},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., Rafferty, A. N.: Computer-Guided Inquiry to Improve Science Learning. In: Science, 344 (6180), pp. 155–156, 2014, ISSN: 0036-8075, 1095-9203. @article{linn_computer-guided_2014,
title = {Computer-Guided Inquiry to Improve Science Learning},
author = {M. C. Linn and L. Gerard and K. Ryoo and K. McElhaney and O. L. Liu and A. N. Rafferty},
url = {http://www.sciencemag.org/cgi/doi/10.1126/science.1245980},
doi = {10.1126/science.1245980},
issn = {0036-8075, 1095-9203},
year = {2014},
date = {2014-04-01},
urldate = {2017-11-16},
journal = {Science},
volume = {344},
number = {6180},
pages = {155--156},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS. In: Journal of Research in Science Teaching, 51 (2), pp. 147–174, 2014, ISSN: 00224308. @article{ryoo_designing_2014-1,
title = {Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21128},
doi = {10.1002/tea.21128},
issn = {00224308},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {51},
number = {2},
pages = {147--174},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS. In: Journal of Research in Science Teaching, 51 (2), pp. 147–174, 2014, ISSN: 00224308. @article{ryoo_designing_2014-2,
title = {Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21128},
doi = {10.1002/tea.21128},
issn = {00224308},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {51},
number = {2},
pages = {147--174},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Chiu, Jennifer L., Linn, Marcia C.: Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit. In: Journal of Science Education and Technology, 23 (1), pp. 37–58, 2014, ISSN: 1059-0145, 1573-1839. @article{chiu_supporting_2014,
title = {Supporting Knowledge Integration in Chemistry with a Visualization-Enhanced Inquiry Unit},
author = {Jennifer L. Chiu and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-013-9449-5},
doi = {10.1007/s10956-013-9449-5},
issn = {1059-0145, 1573-1839},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-16},
journal = {Journal of Science Education and Technology},
volume = {23},
number = {1},
pages = {37--58},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS. In: Journal of Research in Science Teaching, 51 (2), pp. 147–174, 2014, ISSN: 00224308. @article{ryoo_designing_2014,
title = {Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations: GUIDANCE FOR INTERPRETING DYNAMIC VISUALIZATIONS},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21128},
doi = {10.1002/tea.21128},
issn = {00224308},
year = {2014},
date = {2014-02-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {51},
number = {2},
pages = {147--174},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Miller, D. I., Eagly, A. H., Linn, M. C.: Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations. In: Journal of Educational Psychology, (2014 Oct 20), 2014, (tex.type: Journal Article). @article{RN11583,
title = {Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations},
author = {D. I. Miller and A. H. Eagly and M. C. Linn},
doi = {http://dx.doi.org/10.1037/edu0000005},
year = {2014},
date = {2014-01-01},
journal = {Journal of Educational Psychology},
number = {2014 Oct 20},
note = {tex.type: Journal Article},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
Vitale, Jonathan M., Black, John B., Swart, Michael I.: Applying grounded coordination challenges to concrete learning materials: A study of number line estimation.. In: Journal of Educational Psychology, 106 (2), pp. 403–418, 2014, ISSN: 1939-2176, 0022-0663. @article{vitale_applying_2014-1,
title = {Applying grounded coordination challenges to concrete learning materials: A study of number line estimation.},
author = {Jonathan M. Vitale and John B. Black and Michael I. Swart},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0034098},
doi = {10.1037/a0034098},
issn = {1939-2176, 0022-0663},
year = {2014},
date = {2014-01-01},
urldate = {2017-11-18},
journal = {Journal of Educational Psychology},
volume = {106},
number = {2},
pages = {403--418},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Vitale, Jonathan M., Black, John B., Swart, Michael I.: Applying grounded coordination challenges to concrete learning materials: A study of number line estimation.. In: Journal of Educational Psychology, 106 (2), pp. 403–418, 2014, ISSN: 1939-2176, 0022-0663. @article{vitale_applying_2014,
title = {Applying grounded coordination challenges to concrete learning materials: A study of number line estimation.},
author = {Jonathan M. Vitale and John B. Black and Michael I. Swart},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0034098},
doi = {10.1037/a0034098},
issn = {1939-2176, 0022-0663},
year = {2014},
date = {2014-01-01},
urldate = {2017-11-16},
journal = {Journal of Educational Psychology},
volume = {106},
number = {2},
pages = {403--418},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
2013
|
Chang, Hsin-Yi, Linn, Marcia C.: Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS. In: Journal of Research in Science Teaching, 50 (7), pp. 858–886, 2013, ISSN: 00224308. @article{chang_scaffolding_2013-1,
title = {Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS},
author = {Hsin-Yi Chang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21089},
doi = {10.1002/tea.21089},
issn = {00224308},
year = {2013},
date = {2013-09-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {50},
number = {7},
pages = {858--886},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Chang, Hsin-Yi, Linn, Marcia C.: Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS. In: Journal of Research in Science Teaching, 50 (7), pp. 858–886, 2013, ISSN: 00224308. @article{chang_scaffolding_2013-2,
title = {Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS},
author = {Hsin-Yi Chang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21089},
doi = {10.1002/tea.21089},
issn = {00224308},
year = {2013},
date = {2013-09-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {50},
number = {7},
pages = {858--886},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Chang, Hsin-Yi, Linn, Marcia C.: Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS. In: Journal of Research in Science Teaching, 50 (7), pp. 858–886, 2013, ISSN: 00224308. @article{chang_scaffolding_2013,
title = {Scaffolding learning from molecular visualizations: SCAFFOLDING MOLECULAR VISUALIZATIONS},
author = {Hsin-Yi Chang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21089},
doi = {10.1002/tea.21089},
issn = {00224308},
year = {2013},
date = {2013-09-01},
urldate = {2017-11-16},
journal = {Journal of Research in Science Teaching},
volume = {50},
number = {7},
pages = {858--886},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Zhang, Zhihui Helen, Linn, Marcia C.: Learning from Chemical Visualizations: Comparing generation and selection. In: International Journal of Science Education, 35 (13), pp. 2174–2197, 2013, ISSN: 0950-0693. @article{zhang_learning_2013,
title = {Learning from Chemical Visualizations: Comparing generation and selection},
author = {Zhihui Helen Zhang and Marcia C. Linn},
url = {https://doi.org/10.1080/09500693.2013.792971},
doi = {10.1080/09500693.2013.792971},
issn = {0950-0693},
year = {2013},
date = {2013-09-01},
urldate = {2019-09-24},
journal = {International Journal of Science Education},
volume = {35},
number = {13},
pages = {2174--2197},
abstract = {Dynamic visualizations can make unseen phenomena such as chemical reactions visible but students need guidance to benefit from them. This study explores the value of generating drawings versus selecting among alternatives to guide students to learn chemical reactions from a dynamic visualization of hydrogen combustion as part of an online inquiry unit. In prior research, generation has been more successful than selection in helping students distinguish among ideas to learn complex topics. However, selecting among perplexing alternatives may motivate learners to distinguish among ideas they might otherwise neglect. To test the value of selection for helping students distinguish ideas, this study contrasted complex selection (involving normative as well as non-normative ideas identified in prior research) from typical selection (involving images from the visualization). Results showed that all conditions improved student understanding and that typical selection was less effective than generation while complex selection was as successful as generation. In both generation and complex selection students revisited the visualization while learning, whereas revisiting was rare in typical selection. These results support the idea that distinguishing among common non-normative ideas is more valuable than distinguishing among images from the visualization. In addition, for students with low prior knowledge, both generation and complex selection had some advantages. Overall, the results suggest that students learning from complex visualizations could benefit from a combination of complex selection and generation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Dynamic visualizations can make unseen phenomena such as chemical reactions visible but students need guidance to benefit from them. This study explores the value of generating drawings versus selecting among alternatives to guide students to learn chemical reactions from a dynamic visualization of hydrogen combustion as part of an online inquiry unit. In prior research, generation has been more successful than selection in helping students distinguish among ideas to learn complex topics. However, selecting among perplexing alternatives may motivate learners to distinguish among ideas they might otherwise neglect. To test the value of selection for helping students distinguish ideas, this study contrasted complex selection (involving normative as well as non-normative ideas identified in prior research) from typical selection (involving images from the visualization). Results showed that all conditions improved student understanding and that typical selection was less effective than generation while complex selection was as successful as generation. In both generation and complex selection students revisited the visualization while learning, whereas revisiting was rare in typical selection. These results support the idea that distinguishing among common non-normative ideas is more valuable than distinguishing among images from the visualization. In addition, for students with low prior knowledge, both generation and complex selection had some advantages. Overall, the results suggest that students learning from complex visualizations could benefit from a combination of complex selection and generation. |
Donnelly, Dermot, O’Reilly, John, McGarr, Oliver: Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory. In: Research in Science Education, 43 (4), pp. 1571–1592, 2013, ISSN: 0157-244X, 1573-1898. @article{donnelly_enhancing_2013,
title = {Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory},
author = {Dermot Donnelly and John O’Reilly and Oliver McGarr},
url = {https://link.springer.com/article/10.1007/s11165-012-9322-1},
doi = {10.1007/s11165-012-9322-1},
issn = {0157-244X, 1573-1898},
year = {2013},
date = {2013-08-01},
urldate = {2017-11-17},
journal = {Research in Science Education},
volume = {43},
number = {4},
pages = {1571--1592},
abstract = {Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a ‘talk-aloud’ manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a ‘talk-aloud’ manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right. |
Clark, Douglas B., Linn, Marcia C.: The Knowledge Integration Perspective: Connections Across Research and Education. In: Stella Vosniadou (Ed.): International Handbook of Research on Conceptual Change, pp. 520–538, Routledge, New York, 2013, ISBN: 978-0-415-89883-6. @incollection{vosniadou_knowledge_2013,
title = {The Knowledge Integration Perspective: Connections Across Research and Education},
author = {Douglas B. Clark and Marcia C. Linn},
editor = {Stella Vosniadou},
isbn = {978-0-415-89883-6},
year = {2013},
date = {2013-06-01},
booktitle = {International Handbook of Research on Conceptual Change},
pages = {520--538},
publisher = {Routledge},
address = {New York},
edition = {2 edition},
keywords = {MODELS},
pubstate = {published},
tppubtype = {incollection}
}
|
Jong, Ton, Linn, Marcia C., Zacharia, Zacharias C.: Physical and Virtual Laboratories in Science and Engineering Education. In: Science, 340 (6130), pp. 305–308, 2013, ISSN: 0036-8075, 1095-9203. @article{de_jong_physical_2013,
title = {Physical and Virtual Laboratories in Science and Engineering Education},
author = {Ton Jong and Marcia C. Linn and Zacharias C. Zacharia},
url = {http://science.sciencemag.org/content/340/6130/305},
doi = {10.1126/science.1230579},
issn = {0036-8075, 1095-9203},
year = {2013},
date = {2013-04-01},
urldate = {2017-11-18},
journal = {Science},
volume = {340},
number = {6130},
pages = {305--308},
abstract = {The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions with the material world or in virtual laboratories that take advantage of simulations. Here, we review a selection of the literature to contrast the value of physical and virtual investigations and to offer recommendations for combining the two to strengthen science learning.},
keywords = {CLASS, CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions with the material world or in virtual laboratories that take advantage of simulations. Here, we review a selection of the literature to contrast the value of physical and virtual investigations and to offer recommendations for combining the two to strengthen science learning. |
Rafferty, A. N., Gerard, Libby, Mcelhaney, Kevin, Linn, M. C.: Automating Guidance for Students' Chemistry Drawings. In: E. Walker, C. -K Looi (Ed.): Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education, pp. 612–619, Memphis, TN, 2013. @inproceedings{rafferty_automating_2013,
title = {Automating Guidance for Students' Chemistry Drawings},
author = {A. N. Rafferty and Libby Gerard and Kevin Mcelhaney and M. C. Linn},
editor = {E. Walker and C. -K Looi},
year = {2013},
date = {2013-01-01},
booktitle = {Proceedings of the Workshops at the 16th International Conference on Artificial Intelligence in Education},
pages = {612--619},
address = {Memphis, TN},
abstract = {Generative educational assessments such as essays or draw-ings allow students to express their ideas. They provide more insight into student knowledge than most multiple-choice items. Formative guidance on generative items can help students engage deeply with material by encouraging students to effectively revise their work. Generative items promote scientific inquiry by eliciting a variety of responses and allowing for multiple correct answers, but they can be difficult to automatically evaluate. We explore how to de-sign and deliver automated formative guidance on generative items requiring precollege students to draw the arrangement of atoms before and after a chemical reaction. The auto-mated guidance is based on a rubric that captures increas-ing complexity in student ideas. Findings suggest that the automated guidance is as effective at promoting learning as teacher-generated guidance, measured both by immediate improvement on the revised item and pre-to post-test im-provement on a near-transfer item. Immediate and delayed delivery of automated guidance are equally effective for pro-moting learning. These studies demonstrate that embedding automated guidance for chemistry drawings in online curric-ula can help students refine their understanding. Providing automated guidance can also reduce the time teachers spend evaluating student work, creating more time for facilitating inquiry or attending to the needs of individual students.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {inproceedings}
}
Generative educational assessments such as essays or draw-ings allow students to express their ideas. They provide more insight into student knowledge than most multiple-choice items. Formative guidance on generative items can help students engage deeply with material by encouraging students to effectively revise their work. Generative items promote scientific inquiry by eliciting a variety of responses and allowing for multiple correct answers, but they can be difficult to automatically evaluate. We explore how to de-sign and deliver automated formative guidance on generative items requiring precollege students to draw the arrangement of atoms before and after a chemical reaction. The auto-mated guidance is based on a rubric that captures increas-ing complexity in student ideas. Findings suggest that the automated guidance is as effective at promoting learning as teacher-generated guidance, measured both by immediate improvement on the revised item and pre-to post-test im-provement on a near-transfer item. Immediate and delayed delivery of automated guidance are equally effective for pro-moting learning. These studies demonstrate that embedding automated guidance for chemistry drawings in online curric-ula can help students refine their understanding. Providing automated guidance can also reduce the time teachers spend evaluating student work, creating more time for facilitating inquiry or attending to the needs of individual students. |
Matuk, C., McElhaney, K., Miller, D., Chen, J. King, Lim-Breitbart, J., Terashima, H., Kwan, G., Linn, M.: Reflectively prototyping a tool for exchanging ideas. In: N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Ed.): To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, pp. 101–104, International Society of the Learning Sciences, Madison, WI, 2013. @inproceedings{matuk_reflectively_2013,
title = {Reflectively prototyping a tool for exchanging ideas},
author = {C. Matuk and K. McElhaney and D. Miller and J. King Chen and J. Lim-Breitbart and H. Terashima and G. Kwan and M. Linn},
editor = {N. Rummel and M. Kapur and M. Nathan and S. Puntambekar},
year = {2013},
date = {2013-01-01},
booktitle = {To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings},
volume = {2},
pages = {101--104},
publisher = {International Society of the Learning Sciences},
address = {Madison, WI},
keywords = {CLASS, VISUAL},
pubstate = {published},
tppubtype = {inproceedings}
}
|
Gerard, Libby, Liu, Ou Lydia, Corliss, Stephanie, Varma, Keisha, Spitulnik, Michele, Linn, Marcia C.: Professional Development Programs for Teaching with Visualizations. In: Chrystalla Mouza, Nancy Lavigne (Ed.): Emerging Technologies for the Classroom: A Learning Sciences Perspective, pp. 63–78, Springer New York, New York, NY, 2013, ISBN: 978-1-4614-4696-5. @incollection{gerard_professional_2013,
title = {Professional Development Programs for Teaching with Visualizations},
author = {Libby Gerard and Ou Lydia Liu and Stephanie Corliss and Keisha Varma and Michele Spitulnik and Marcia C. Linn},
editor = {Chrystalla Mouza and Nancy Lavigne},
url = {https://doi.org/10.1007/978-1-4614-4696-5_5},
doi = {10.1007/978-1-4614-4696-5_5},
isbn = {978-1-4614-4696-5},
year = {2013},
date = {2013-01-01},
urldate = {2019-09-24},
booktitle = {Emerging Technologies for the Classroom: A Learning Sciences Perspective},
pages = {63--78},
publisher = {Springer New York},
address = {New York, NY},
series = {Explorations in the Learning Sciences, Instructional Systems and Performance Technologies},
abstract = {Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we provide two exemplars of professional development programs that focus on teaching with visualizations. The programs differ in intensity but follow the same basic philosophy. We show that the more intense professional development approach results in more effective teacher implementation of visualizations and greater student learning gains. We identify specific strategies that other educators can use to improve students’ knowledge integration with interactive visualizations.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {incollection}
}
Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we provide two exemplars of professional development programs that focus on teaching with visualizations. The programs differ in intensity but follow the same basic philosophy. We show that the more intense professional development approach results in more effective teacher implementation of visualizations and greater student learning gains. We identify specific strategies that other educators can use to improve students’ knowledge integration with interactive visualizations. |
Donnelly, D. F., Boniface, S.: Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development - ScienceDirect. In: Computers & Education, 68 , pp. 9, 2013. @article{donnelly_consuming_2013,
title = {Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development - ScienceDirect},
author = {D. F. Donnelly and S. Boniface},
url = {http://www.sciencedirect.com/science/article/pii/S0360131513001164},
year = {2013},
date = {2013-01-01},
urldate = {2017-11-17},
journal = {Computers & Education},
volume = {68},
pages = {9},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
2012
|
Linn, M. C., Slotta, J. D.: Enabling Participants in Online Forums to Learn from Each Other. In: Angela M. O'Donnell, Cindy E. Hmelo-Silver, Gijsbert Erkens (Ed.): Collaborative Learning, Reasoning, and Technology, Routledge, New York, 2012, ISBN: 978-0-415-64893-6. @incollection{odonnell_enabling_2012,
title = {Enabling Participants in Online Forums to Learn from Each Other},
author = {M. C. Linn and J. D. Slotta},
editor = {Angela M. O'Donnell and Cindy E. Hmelo-Silver and Gijsbert Erkens},
isbn = {978-0-415-64893-6},
year = {2012},
date = {2012-11-01},
booktitle = {Collaborative Learning, Reasoning, and Technology},
publisher = {Routledge},
address = {New York},
edition = {1 edition},
keywords = {MODELS, TELS},
pubstate = {published},
tppubtype = {incollection}
}
|
Varma, Keisha, Linn, Marcia C.: Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming. In: Journal of Science Education and Technology, 21 (4), pp. 453–464, 2012, ISSN: 1059-0145, 1573-1839. @article{varma_using_2012,
title = {Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming},
author = {Keisha Varma and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-011-9337-9},
doi = {10.1007/s10956-011-9337-9},
issn = {1059-0145, 1573-1839},
year = {2012},
date = {2012-08-01},
urldate = {2017-11-18},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {453--464},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Varma, Keisha, Linn, Marcia C.: Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming. In: Journal of Science Education and Technology, 21 (4), pp. 453–464, 2012, ISSN: 1059-0145, 1573-1839. @article{varma_using_2012-1,
title = {Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming},
author = {Keisha Varma and Marcia C. Linn},
url = {http://link.springer.com/10.1007/s10956-011-9337-9},
doi = {10.1007/s10956-011-9337-9},
issn = {1059-0145, 1573-1839},
year = {2012},
date = {2012-08-01},
urldate = {2017-11-19},
journal = {Journal of Science Education and Technology},
volume = {21},
number = {4},
pages = {453--464},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Clark, Douglas B., Touchman, Stephanie, Martinez-Garza, Mario, Ramirez-Marin, Frank, Drews, Tina Skjerping: Bilingual Language Supports in Online Science Inquiry Environments. In: Computers & Education, 58 (4), pp. 1207–1224, 2012, ISSN: 0360-1315. @article{clark_bilingual_2012,
title = {Bilingual Language Supports in Online Science Inquiry Environments},
author = {Douglas B. Clark and Stephanie Touchman and Mario Martinez-Garza and Frank Ramirez-Marin and Tina Skjerping Drews},
doi = {10.1016/j.compedu.2011.11.019},
issn = {0360-1315},
year = {2012},
date = {2012-05-01},
urldate = {2017-11-18},
journal = {Computers & Education},
volume = {58},
number = {4},
pages = {1207--1224},
abstract = {Research over the past fifteen years has investigated and developed online science inquiry environments to support students engaging in authentic scientific inquiry practices. This research has focused on developing activity structures and tools to scaffold students in engaging in different aspects of these practices, but relatively little of this research has explored linguistic supports for language minority students studying science in their non-native language. These students are simultaneously learning science and the surrounding academic language in their second language. This study investigates the potential value of providing 8th grade Spanish-speaking English language learners access to content and supports in both English and Spanish as opposed to an English-only format in an online science inquiry environment. Learning outcomes are compared between the two conditions on an immediate post-test in English, a delayed post-test in English, a delayed post-test in Spanish, and a written essay in English in the form of a letter to the governor. The outcomes suggest significant benefits for providing ELL students with access to content and supports in both English and Spanish as opposed to the English-only format. The findings of this study carry important policy implications in light of the growing English-only political movements in the United States and similar political movements in other countries. (Contains 3 tables and 9 figures.)},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Research over the past fifteen years has investigated and developed online science inquiry environments to support students engaging in authentic scientific inquiry practices. This research has focused on developing activity structures and tools to scaffold students in engaging in different aspects of these practices, but relatively little of this research has explored linguistic supports for language minority students studying science in their non-native language. These students are simultaneously learning science and the surrounding academic language in their second language. This study investigates the potential value of providing 8th grade Spanish-speaking English language learners access to content and supports in both English and Spanish as opposed to an English-only format in an online science inquiry environment. Learning outcomes are compared between the two conditions on an immediate post-test in English, a delayed post-test in English, a delayed post-test in Spanish, and a written essay in English in the form of a letter to the governor. The outcomes suggest significant benefits for providing ELL students with access to content and supports in both English and Spanish as opposed to the English-only format. The findings of this study carry important policy implications in light of the growing English-only political movements in the United States and similar political movements in other countries. (Contains 3 tables and 9 figures.) |
Linn, M. C.: Insights for Teaching and Learning Science. In: Chris Dede, John Richards (Ed.): Digital Teaching Platforms: Customizing Classroom Learning for Each Student, pp. 55–70, Teachers College Press, New York, 2012, ISBN: 978-0-8077-5316-3. @incollection{dede_insights_2012,
title = {Insights for Teaching and Learning Science},
author = {M. C. Linn},
editor = {Chris Dede and John Richards},
isbn = {978-0-8077-5316-3},
year = {2012},
date = {2012-04-01},
booktitle = {Digital Teaching Platforms: Customizing Classroom Learning for Each Student},
pages = {55--70},
publisher = {Teachers College Press},
address = {New York},
keywords = {CLASS, CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
|
Svihla, Vanessa, Linn, Marcia C.: A Design-based Approach to Fostering Understanding of Global Climate Change. In: International Journal of Science Education, 34 (5), pp. 651–676, 2012, ISSN: 0950-0693, 1464-5289. @article{svihla_design-based_2012,
title = {A Design-based Approach to Fostering Understanding of Global Climate Change},
author = {Vanessa Svihla and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/09500693.2011.597453},
doi = {10.1080/09500693.2011.597453},
issn = {0950-0693, 1464-5289},
year = {2012},
date = {2012-03-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {34},
number = {5},
pages = {651--676},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
McElhaney, K. W., Linn, M. C.: Orchestrating Inquiry Instruction Using the Knowledge Integration Framework. In: Karen Littleton, Eileen Scanlon, Mike Sharples (Ed.): Orchestrating Inquiry Learning, pp. 48–68, Routledge, 2012. @incollection{littleton_orchestrating_2012,
title = {Orchestrating Inquiry Instruction Using the Knowledge Integration Framework},
author = {K. W. McElhaney and M. C. Linn},
editor = {Karen Littleton and Eileen Scanlon and Mike Sharples},
year = {2012},
date = {2012-03-01},
booktitle = {Orchestrating Inquiry Learning},
pages = {48--68},
publisher = {Routledge},
edition = {1 edition},
keywords = {CLASS},
pubstate = {published},
tppubtype = {incollection}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?. In: Journal of Research in Science Teaching, 49 (2), pp. 218–243, 2012, ISSN: 00224308. @article{ryoo_can_2012-1,
title = {Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.21003},
doi = {10.1002/tea.21003},
issn = {00224308},
year = {2012},
date = {2012-02-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {49},
number = {2},
pages = {218--243},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Ryoo, Kihyun, Linn, Marcia C.: Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?. In: Journal of Research in Science Teaching, 49 (2), pp. 218–243, 2012, ISSN: 1098-2736. @article{ryoo_can_2012,
title = {Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?},
author = {Kihyun Ryoo and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.21003/abstract},
doi = {10.1002/tea.21003},
issn = {1098-2736},
year = {2012},
date = {2012-02-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {49},
number = {2},
pages = {218--243},
abstract = {Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research investigates how dynamic visualizations, compared to static illustrations, can support middle school students in developing an integrated understanding of energy in photosynthesis. Two hundred 7th-grade students were randomly assigned to either a dynamic or a static condition and completed a web-based inquiry unit that encourages students to make connections among energy concepts in photosynthesis. While working on the inquiry unit, students in the dynamic condition interacted with a dynamic visualization of energy transformation, whereas students in the static condition interacted with a series of static illustrations of the same concept. The results showed that students in both conditions added new, scientific ideas about energy transformation and developed a more coherent understanding of energy in photosynthesis. However, when comparing the two conditions, we found a significant advantage of dynamic visualization over static illustrations. Students in the dynamic condition were significantly more successful in articulating the process of energy transformation in the context of chemical reactions during photosynthesis. Students in the dynamic condition also demonstrated a more integrated understanding of energy in photosynthesis by linking their ideas about energy transformation to other energy ideas and observable phenomena of photosynthesis than those students in the static condition. This study, consistent with other research, shows that dynamic visualizations can more effectively improve students' understanding of abstract concepts of molecular processes than static illustrations. The results of this study also suggest that with appropriate instructional support, such as making predictions and distinguishing among ideas, both dynamic visualizations and static illustrations can benefit students. This study underscores the importance of curriculum design in ensuring that dynamic visualizations add value to science instructional materials. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 218\textendash243, 2012},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research investigates how dynamic visualizations, compared to static illustrations, can support middle school students in developing an integrated understanding of energy in photosynthesis. Two hundred 7th-grade students were randomly assigned to either a dynamic or a static condition and completed a web-based inquiry unit that encourages students to make connections among energy concepts in photosynthesis. While working on the inquiry unit, students in the dynamic condition interacted with a dynamic visualization of energy transformation, whereas students in the static condition interacted with a series of static illustrations of the same concept. The results showed that students in both conditions added new, scientific ideas about energy transformation and developed a more coherent understanding of energy in photosynthesis. However, when comparing the two conditions, we found a significant advantage of dynamic visualization over static illustrations. Students in the dynamic condition were significantly more successful in articulating the process of energy transformation in the context of chemical reactions during photosynthesis. Students in the dynamic condition also demonstrated a more integrated understanding of energy in photosynthesis by linking their ideas about energy transformation to other energy ideas and observable phenomena of photosynthesis than those students in the static condition. This study, consistent with other research, shows that dynamic visualizations can more effectively improve students' understanding of abstract concepts of molecular processes than static illustrations. The results of this study also suggest that with appropriate instructional support, such as making predictions and distinguishing among ideas, both dynamic visualizations and static illustrations can benefit students. This study underscores the importance of curriculum design in ensuring that dynamic visualizations add value to science instructional materials. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 218–243, 2012 |
Chen, Jennifer King, Bannasch, Stephen, McIntyre, Cynthia: Visualizing Earth and Explaining Seasons. In: @Concord, 16 , pp. 12–13, 2012. @article{chen_visualizing_2012,
title = {Visualizing Earth and Explaining Seasons},
author = {Jennifer King Chen and Stephen Bannasch and Cynthia McIntyre},
url = {https://concord.org/newsletter/2012-fall/visualizing-earth-explaining-seasons/},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-18},
journal = {@Concord},
volume = {16},
pages = {12--13},
abstract = {The first person to walk on the surface of the moon, Neil Armstrong viewed our planet as a floating globe in space. He is one of only a dozen who have had the opportunity to view Earth from its orbiting satellite. Photographs from Apollo 11 (Figure 1) give a glimpse of that experience, but what's it},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
The first person to walk on the surface of the moon, Neil Armstrong viewed our planet as a floating globe in space. He is one of only a dozen who have had the opportunity to view Earth from its orbiting satellite. Photographs from Apollo 11 (Figure 1) give a glimpse of that experience, but what's it |
Tissenbaum, Mike, Liu, Michelle, Slotta, James. D.: Co-Designing Collaborative Smart Classroom Curriculum for Secondary School Science. In: Journal of Universal Computer Science, 18 (3), pp. 327–352, 2012. @article{tissenbaum_co-designing_2012,
title = {Co-Designing Collaborative Smart Classroom Curriculum for Secondary School Science},
author = {Mike Tissenbaum and Michelle Liu and James. D. Slotta},
year = {2012},
date = {2012-01-01},
journal = {Journal of Universal Computer Science},
volume = {18},
number = {3},
pages = {327--352},
abstract = {This paper introduces a series of iterative designs that investigate how the aggregation and visualization of student-contributed work can support collaborative problem solving in the domain of physics. We investigate how new technologies can enable students to contribute to a shared knowledge base, working across contexts: in class, at home, and in a specialized "smart classroom" environment. We explore how student data can be provided to the teacher before class, in support of planning the next day's lesson, and during class, to help the teacher orchestrate class activities and respond to student needs. Our work builds upon the research tradition of knowledge communities and inquiry learning to inform its design of materials and activities that support productive collaborative interactions for learners. We are also guided by the recent literature on scripting and orchestration to define curricular activities that bridge home and school environments, leveraging a digital platform that includes Web 2.0 features to guide structured collaborations. This paper reports on a design-based research program in which the development of the curriculum and technology platform is informed by successive cycles of design, enactment, analysis, and re-design. The paper will review our efforts through three successive design cycles, exploring the evolution of our own "smart classroom curriculum" for high school physics. For each iteration, we present our design goals, the resulting curriculum and technology, the student learning outcomes, and our evaluation that informs the next iteration. We end with a description of our current design, and discuss the goals and directions of our future efforts.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
This paper introduces a series of iterative designs that investigate how the aggregation and visualization of student-contributed work can support collaborative problem solving in the domain of physics. We investigate how new technologies can enable students to contribute to a shared knowledge base, working across contexts: in class, at home, and in a specialized "smart classroom" environment. We explore how student data can be provided to the teacher before class, in support of planning the next day's lesson, and during class, to help the teacher orchestrate class activities and respond to student needs. Our work builds upon the research tradition of knowledge communities and inquiry learning to inform its design of materials and activities that support productive collaborative interactions for learners. We are also guided by the recent literature on scripting and orchestration to define curricular activities that bridge home and school environments, leveraging a digital platform that includes Web 2.0 features to guide structured collaborations. This paper reports on a design-based research program in which the development of the curriculum and technology platform is informed by successive cycles of design, enactment, analysis, and re-design. The paper will review our efforts through three successive design cycles, exploring the evolution of our own "smart classroom curriculum" for high school physics. For each iteration, we present our design goals, the resulting curriculum and technology, the student learning outcomes, and our evaluation that informs the next iteration. We end with a description of our current design, and discuss the goals and directions of our future efforts. |
Linn, M. C., Gerard, L. F., Sato, M. E.: Open-Source Online Science Inquiry Materials: Building a Community. In: Revista Contrapontos, 12 , pp. 7–26, 2012. @article{linn_open-source_2012,
title = {Open-Source Online Science Inquiry Materials: Building a Community},
author = {M. C. Linn and L. F. Gerard and M. E. Sato},
year = {2012},
date = {2012-01-01},
journal = {Revista Contrapontos},
volume = {12},
pages = {7--26},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Chiu, Jennifer L., Linn, Marcia C.: The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization. In: Anat Zohar, Yehudit Judy Dori (Ed.): Metacognition in Science Education Trends in Current Research, pp. 133–163, Springer Science +Business Media B.V., Dordrecht, 2012, ISBN: 978-94-007-2132-6 978-94-007-2131-9, (OCLC: 929293681). @incollection{zohar_role_2012,
title = {The Role of Self-Monitoring in Learning Chemistry with Dynamic Visualization},
author = {Jennifer L. Chiu and Marcia C. Linn},
editor = {Anat Zohar and Yehudit Judy Dori},
url = {http://0-dx.doi.org.fama.us.es/10.1007/978-94-007-2132-6},
isbn = {978-94-007-2132-6 978-94-007-2131-9},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-19},
booktitle = {Metacognition in Science Education Trends in Current Research},
pages = {133--163},
publisher = {Springer Science +Business Media B.V.},
address = {Dordrecht},
note = {OCLC: 929293681},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
|
Chiu, Jennifer L., Linn, Marcia C.: The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations. In: Metacognition in Science Education, pp. 133–163, Springer, Dordrecht, 2012, ISBN: 978-94-007-2131-9 978-94-007-2132-6. @incollection{chiu_role_2012,
title = {The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations},
author = {Jennifer L. Chiu and Marcia C. Linn},
url = {https://link.springer.com/chapter/10.1007/978-94-007-2132-6_7},
doi = {10.1007/978-94-007-2132-6_7},
isbn = {978-94-007-2131-9 978-94-007-2132-6},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-18},
booktitle = {Metacognition in Science Education},
pages = {133--163},
publisher = {Springer, Dordrecht},
series = {Contemporary Trends and Issues in Science Education},
abstract = {This chapter explores ways to help students monitor and regulate their learning of difficult chemistry concepts. Dynamic visualizations can illustrate complex, unobservable phenomena such as bond breaking and bond formation. To develop robust, integrated understanding when learning with visualizations, students need cognitive understanding of the phenomena as represented in the visualization. They also need metacognitive skills to decide whether they understand the visualization and determine when to revisit the visualization to clarify their interpretations. We investigate the development of integrated understanding using the Technology-Enhanced Learning in Science (TELS) chemical reactions inquiry unit that combines the pedagogical support of the Web-based Inquiry Science Environment (WISE) with dynamic visualizations from Molecular Workbench. Our first study combining judgments of learning and explanation prompts revealed that visualizations may fail to add new ideas because they are often deceptively clear. Students typically overestimated their understanding of visualizations while gaining only superficial ideas. In our second study we refined both cognitive and metacognitive guidance to encourage students to distinguish and reflect upon their ideas. The results suggest that strengthening self-monitoring skills can overcome deceptive clarity and lead to coherent understanding. These studies suggest that the metacognitive skills of monitoring understanding of complex visualizations and determining when to return to the visualization contribute to the development of integrated understanding and can be supported by careful design of technology-enhanced instruction. The notion of metacognition applied in this study refers to monitoring and evaluating one’s understanding, to the regulation/control function of metacognition, and to the self-knowledge functions of metacognition.},
keywords = {CLASS},
pubstate = {published},
tppubtype = {incollection}
}
This chapter explores ways to help students monitor and regulate their learning of difficult chemistry concepts. Dynamic visualizations can illustrate complex, unobservable phenomena such as bond breaking and bond formation. To develop robust, integrated understanding when learning with visualizations, students need cognitive understanding of the phenomena as represented in the visualization. They also need metacognitive skills to decide whether they understand the visualization and determine when to revisit the visualization to clarify their interpretations. We investigate the development of integrated understanding using the Technology-Enhanced Learning in Science (TELS) chemical reactions inquiry unit that combines the pedagogical support of the Web-based Inquiry Science Environment (WISE) with dynamic visualizations from Molecular Workbench. Our first study combining judgments of learning and explanation prompts revealed that visualizations may fail to add new ideas because they are often deceptively clear. Students typically overestimated their understanding of visualizations while gaining only superficial ideas. In our second study we refined both cognitive and metacognitive guidance to encourage students to distinguish and reflect upon their ideas. The results suggest that strengthening self-monitoring skills can overcome deceptive clarity and lead to coherent understanding. These studies suggest that the metacognitive skills of monitoring understanding of complex visualizations and determining when to return to the visualization contribute to the development of integrated understanding and can be supported by careful design of technology-enhanced instruction. The notion of metacognition applied in this study refers to monitoring and evaluating one’s understanding, to the regulation/control function of metacognition, and to the self-knowledge functions of metacognition. |
Linn, M. C., Gerard, Libby F., Sato, M. E.: Open-Source Online Science Inquiry Materials: Building a Community. In: Revista Contrapontos, 12 , pp. 7, 2012. @article{linn_open-source_2012-1,
title = {Open-Source Online Science Inquiry Materials: Building a Community},
author = {M. C. Linn and Libby F. Gerard and M. E. Sato},
year = {2012},
date = {2012-01-01},
journal = {Revista Contrapontos},
volume = {12},
pages = {7},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
Zertuche, Amber, Gerard, Libby, Linn, Marcia C.: How do openers contribute to student learning? textbar International Electronic Journal of Elementary Education. In: International Electronic Journal of Elementary Education, 5 (1), pp. 79–92, 2012. @article{zertuche_how_2012,
title = {How do openers contribute to student learning? textbar International Electronic Journal of Elementary Education},
author = {Amber Zertuche and Libby Gerard and Marcia C. Linn},
url = {https://www.iejee.com/index.php/IEJEE/article/view/11},
year = {2012},
date = {2012-01-01},
urldate = {2017-11-17},
journal = {International Electronic Journal of Elementary Education},
volume = {5},
number = {1},
pages = {79--92},
keywords = {CLASS},
pubstate = {published},
tppubtype = {article}
}
|
2011
|
Zhang, Zhihui Helen, Linn, Marcia C.: Can generating representations enhance learning with dynamic visualizations?. In: Journal of Research in Science Teaching, 48 (10), pp. 1177–1198, 2011, ISSN: 00224308. @article{zhang_can_2011-1,
title = {Can generating representations enhance learning with dynamic visualizations?},
author = {Zhihui Helen Zhang and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.20443},
doi = {10.1002/tea.20443},
issn = {00224308},
year = {2011},
date = {2011-12-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {48},
number = {10},
pages = {1177--1198},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Zhang, Zhihui Helen, Linn, Marcia C.: Can generating representations enhance learning with dynamic visualizations?. In: Journal of Research in Science Teaching, 48 (10), pp. 1177–1198, 2011, ISSN: 1098-2736. @article{zhang_can_2011,
title = {Can generating representations enhance learning with dynamic visualizations?},
author = {Zhihui Helen Zhang and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20443/abstract},
doi = {10.1002/tea.20443},
issn = {1098-2736},
year = {2011},
date = {2011-12-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {48},
number = {10},
pages = {1177--1198},
abstract = {This study explores the impact of asking middle school students to generate drawings of their ideas about chemical reactions on integrated understanding. Students explored atomic interactions during hydrogen combustion using a dynamic visualization. The generation group drew their ideas about how the reaction takes place at the molecular level. The interaction group conducted multiple experiments with the visualization by varying the amount of energy provided to ignite the reaction. The generation group integrated more ideas about chemical reactions and made more precise interpretations of the visualization than the interaction group. Embedded assessments show that generation motivated students to interpret the visualization carefully and led to more productive explanations about ideas represented in the dynamic visualization. In contrast, the interaction group was less successful in linking the visualization to underlying concepts and observable phenomena and wrote less detailed explanations. The study suggests that drawing is a promising way to help students interpret complex visualizations and integrate information. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1177\textendash1198, 2011},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
This study explores the impact of asking middle school students to generate drawings of their ideas about chemical reactions on integrated understanding. Students explored atomic interactions during hydrogen combustion using a dynamic visualization. The generation group drew their ideas about how the reaction takes place at the molecular level. The interaction group conducted multiple experiments with the visualization by varying the amount of energy provided to ignite the reaction. The generation group integrated more ideas about chemical reactions and made more precise interpretations of the visualization than the interaction group. Embedded assessments show that generation motivated students to interpret the visualization carefully and led to more productive explanations about ideas represented in the dynamic visualization. In contrast, the interaction group was less successful in linking the visualization to underlying concepts and observable phenomena and wrote less detailed explanations. The study suggests that drawing is a promising way to help students interpret complex visualizations and integrate information. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1177–1198, 2011 |
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.: An Investigation of Explanation Multiple-Choice Items in Science Assessment. In: Educational Assessment, 16 (3), pp. 164–184, 2011, ISSN: 1062-7197. @article{liu_investigation_2011,
title = {An Investigation of Explanation Multiple-Choice Items in Science Assessment},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://dx.doi.org/10.1080/10627197.2011.611702},
doi = {10.1080/10627197.2011.611702},
issn = {1062-7197},
year = {2011},
date = {2011-09-01},
urldate = {2017-11-18},
journal = {Educational Assessment},
volume = {16},
number = {3},
pages = {164--184},
abstract = {Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool. |
Gerard, L. F., Varma, K., Corliss, S. B., Linn, M. C.: Professional Development for Technology-Enhanced Inquiry Science. In: Review of Educational Research, 81 (3), pp. 408–448, 2011, ISSN: 0034-6543, 1935-1046. @article{gerard_professional_2011,
title = {Professional Development for Technology-Enhanced Inquiry Science},
author = {L. F. Gerard and K. Varma and S. B. Corliss and M. C. Linn},
url = {http://rer.sagepub.com/cgi/doi/10.3102/0034654311415121},
doi = {10.3102/0034654311415121},
issn = {0034-6543, 1935-1046},
year = {2011},
date = {2011-09-01},
urldate = {2017-11-19},
journal = {Review of Educational Research},
volume = {81},
number = {3},
pages = {408--448},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
McElhaney, Kevin W., Linn, Marcia C.: Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters. In: Journal of Research in Science Teaching, 48 (7), pp. 745–770, 2011, ISSN: 1098-2736. @article{mcelhaney_investigations_2011,
title = {Investigations of a complex, realistic task: Intentional, unsystematic, and exhaustive experimenters},
author = {Kevin W. McElhaney and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20423/abstract},
doi = {10.1002/tea.20423},
issn = {1098-2736},
year = {2011},
date = {2011-09-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {48},
number = {7},
pages = {745--770},
abstract = {This study examines how students' experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-enhanced inquiry unit on car collisions. The unit uses new technologies to log students' experimentation choices. Physics students (n = 148) in six diverse high schools studied the unit and responded to pretests, posttests, and embedded assessments. We scored students' experimentation using four methods: total number of trials, variability of variable choices, propensity to vary one variable at a time, and coherence between investigation goals and experimentation methods. Students made moderate, significant overall pretest to posttest gains on physics understanding. Coherence was a strong predictor of learning, controlling for pretest scores and the other experimentation measures. We identify three categories of experimenters (intentional, unsystematic, and exhaustive) and illustrate these categories with examples. The findings suggest that students must combine disciplinary knowledge of the investigation with intentional investigation of the inquiry questions in order to understand the nature of the variables. Mechanically executing well-established experimentation procedures (such as varying one variable at a time or comprehensively exploring the experimentation space) is less likely to lead students to valuable insights about complex tasks. Our proposed categories extend and refine previous efforts to categorize experimenters by linking scientific procedures with understanding of the science discipline. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 745\textendash770, 2011},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
This study examines how students' experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-enhanced inquiry unit on car collisions. The unit uses new technologies to log students' experimentation choices. Physics students (n = 148) in six diverse high schools studied the unit and responded to pretests, posttests, and embedded assessments. We scored students' experimentation using four methods: total number of trials, variability of variable choices, propensity to vary one variable at a time, and coherence between investigation goals and experimentation methods. Students made moderate, significant overall pretest to posttest gains on physics understanding. Coherence was a strong predictor of learning, controlling for pretest scores and the other experimentation measures. We identify three categories of experimenters (intentional, unsystematic, and exhaustive) and illustrate these categories with examples. The findings suggest that students must combine disciplinary knowledge of the investigation with intentional investigation of the inquiry questions in order to understand the nature of the variables. Mechanically executing well-established experimentation procedures (such as varying one variable at a time or comprehensively exploring the experimentation space) is less likely to lead students to valuable insights about complex tasks. Our proposed categories extend and refine previous efforts to categorize experimenters by linking scientific procedures with understanding of the science discipline. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 745–770, 2011 |
Shen, Ji, Linn, Marcia C.: A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations. In: International Journal of Science Education, 33 (12), pp. 1597–1623, 2011, ISSN: 0950-0693. @article{shen_technologyenhanced_2011-1,
title = {A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations},
author = {Ji Shen and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/09500693.2010.514012},
doi = {10.1080/09500693.2010.514012},
issn = {0950-0693},
year = {2011},
date = {2011-08-01},
urldate = {2017-11-19},
journal = {International Journal of Science Education},
volume = {33},
number = {12},
pages = {1597--1623},
abstract = {What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation. |
Shen, Ji, Linn, Marcia C.: A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations. In: International Journal of Science Education, 33 (12), pp. 1597–1623, 2011, ISSN: 0950-0693. @article{shen_technologyenhanced_2011,
title = {A Technology‐Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations},
author = {Ji Shen and Marcia C. Linn},
url = {http://www.tandfonline.com/doi/abs/10.1080/09500693.2010.514012},
doi = {10.1080/09500693.2010.514012},
issn = {0950-0693},
year = {2011},
date = {2011-08-01},
urldate = {2017-11-18},
journal = {International Journal of Science Education},
volume = {33},
number = {12},
pages = {1597--1623},
abstract = {What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation. |
Linn, Marcia C.: Off-shoring critical thinking. In: San Francisco Chronicle, 2011. @article{linn_off-shoring_2011,
title = {Off-shoring critical thinking},
author = {Marcia C. Linn},
url = {http://www.sfgate.com/opinion/openforum/article/Off-shoring-critical-thinking-2367290.php},
year = {2011},
date = {2011-06-01},
urldate = {2017-11-18},
journal = {San Francisco Chronicle},
abstract = {Nations seeking to compete for well-paying jobs in research, development and manufacturing are now adding proven critical thinking activities developed in America to their science courses. While American teachers are cutting back on experimentation, leaders in China, Taiwan, Korea, Norway and other countries are clamoring to use activities such as those found in the online, open source Web-based Inquiry Science Environment unit developed at UC Berkeley ( www.wise.berkeley.edu). Rather than memorizing the parts of an atom, students could learn and apply ideas about atoms while studying a unit on hydrogen fuel-cell cars. Students could use visualizations of chemical reactions to investigate the trade-offs between gasoline-powered and hydrogen-fuel-cell-powered cars and buses. [...] students prefer investigating scientific visualizations to textbooks and report that visualizations allow them to see how science works and to test their ideas.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Nations seeking to compete for well-paying jobs in research, development and manufacturing are now adding proven critical thinking activities developed in America to their science courses. While American teachers are cutting back on experimentation, leaders in China, Taiwan, Korea, Norway and other countries are clamoring to use activities such as those found in the online, open source Web-based Inquiry Science Environment unit developed at UC Berkeley ( www.wise.berkeley.edu). Rather than memorizing the parts of an atom, students could learn and apply ideas about atoms while studying a unit on hydrogen fuel-cell cars. Students could use visualizations of chemical reactions to investigate the trade-offs between gasoline-powered and hydrogen-fuel-cell-powered cars and buses. [...] students prefer investigating scientific visualizations to textbooks and report that visualizations allow them to see how science works and to test their ideas. |
Chiu, Jennifer, Linn, M.: Knowledge Integration and Wise Engineering. In: Journal of Pre-College Engineering Education Research (J-PEER), 1 (1), 2011, ISSN: 2157-9288. @article{chiu_knowledge_2011,
title = {Knowledge Integration and Wise Engineering},
author = {Jennifer Chiu and M. Linn},
url = {http://docs.lib.purdue.edu/jpeer/vol1/iss1/2},
doi = {10.7771/2157-9288.1026},
issn = {2157-9288},
year = {2011},
date = {2011-04-01},
journal = {Journal of Pre-College Engineering Education Research (J-PEER)},
volume = {1},
number = {1},
keywords = {CLEAR, MODELS, VISUAL},
pubstate = {published},
tppubtype = {article}
}
|
Linn, Marcia C., Eylon, Bat-Sheva: Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration. 1 edition, Routledge, New York, 2011, ISBN: 978-0-8058-6054-2. @book{linn_science_2011,
title = {Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration},
author = {Marcia C. Linn and Bat-Sheva Eylon},
isbn = {978-0-8058-6054-2},
year = {2011},
date = {2011-04-01},
publisher = {Routledge},
address = {New York},
edition = {1 edition},
abstract = {Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {book}
}
Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding. |
Kali, Yael, Ronen-Fuhrmann, Tamar: Teaching to design educational technologies. In: International Journal of Learning Technology, 6 (1), pp. 4–23, 2011, ISSN: 1477-8386. @article{kali_teaching_2011,
title = {Teaching to design educational technologies},
author = {Yael Kali and Tamar Ronen-Fuhrmann},
url = {https://www.inderscienceonline.com/doi/abs/10.1504/IJLT.2011.040147},
doi = {10.1504/IJLT.2011.040147},
issn = {1477-8386},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {International Journal of Learning Technology},
volume = {6},
number = {1},
pages = {4--23},
abstract = {Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts’ design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: astructuring the design processbbuilding on accessible repositories of expert design knowledgecenabling dialogic learning.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts’ design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: astructuring the design processbbuilding on accessible repositories of expert design knowledgecenabling dialogic learning. |
Sampson, Victor, Clark, Douglas B.: A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups. In: Research in Science Education, 41 (1), pp. 63–97, 2011, ISSN: 0157-244X, 1573-1898. @article{sampson_comparison_2011,
title = {A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups},
author = {Victor Sampson and Douglas B. Clark},
url = {https://link.springer.com/article/10.1007/s11165-009-9146-9},
doi = {10.1007/s11165-009-9146-9},
issn = {0157-244X, 1573-1898},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Research in Science Education},
volume = {41},
number = {1},
pages = {63--97},
abstract = {This qualitative study examines the interactions between individuals, ideas, and materials as two high and two low performing groups of students engaged in a process of collaborative scientific argumentation. To engage students in collaborative scientific argumentation the students were randomly assigned to small groups of three students each. Each triad was asked to critique six alternative explanations for a discrepant event and to produce a single written argument justifying the explanation they felt was most valid or acceptable. The two higher performing triads produced arguments that included a sufficient and accurate explanation that was well supported with appropriate evidence and reasoning while the two lower performing triads produced arguments that included an inaccurate explanation supported by inappropriate justification. A verbal analysis of the interactive processes that took place within these four triads identified five distinct differences in the ways these triads engaged in collaborative scientific argumentation that seemed to promote or constrain the development of high quality written arguments. These differences include (1) the number of unique ideas introduced into the conversation, (2) how individuals responded to these ideas, (3) how often individuals challenged ideas when discussing them, (4) the criteria individuals used to distinguish between ideas, and (5) how group members used the available corpus of data. The conclusions and implications of this study include recommendations for the design and revision of curriculum, the development of new instructional models and technology-enhanced learning environments, and areas for future research.},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
This qualitative study examines the interactions between individuals, ideas, and materials as two high and two low performing groups of students engaged in a process of collaborative scientific argumentation. To engage students in collaborative scientific argumentation the students were randomly assigned to small groups of three students each. Each triad was asked to critique six alternative explanations for a discrepant event and to produce a single written argument justifying the explanation they felt was most valid or acceptable. The two higher performing triads produced arguments that included a sufficient and accurate explanation that was well supported with appropriate evidence and reasoning while the two lower performing triads produced arguments that included an inaccurate explanation supported by inappropriate justification. A verbal analysis of the interactive processes that took place within these four triads identified five distinct differences in the ways these triads engaged in collaborative scientific argumentation that seemed to promote or constrain the development of high quality written arguments. These differences include (1) the number of unique ideas introduced into the conversation, (2) how individuals responded to these ideas, (3) how often individuals challenged ideas when discussing them, (4) the criteria individuals used to distinguish between ideas, and (5) how group members used the available corpus of data. The conclusions and implications of this study include recommendations for the design and revision of curriculum, the development of new instructional models and technology-enhanced learning environments, and areas for future research. |
Lee, Hee-Sun, Liu, Ou Lydia, Linn, Marcia C.: Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items. In: Applied Measurement in Education, 24 (2), pp. 115–136, 2011, ISSN: 0895-7347. @article{lee_validating_2011-1,
title = {Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items},
author = {Hee-Sun Lee and Ou Lydia Liu and Marcia C. Linn},
issn = {0895-7347},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Applied Measurement in Education},
volume = {24},
number = {2},
pages = {115--136},
abstract = {This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.)},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.) |
Peled, Y., Dori, Yehudit Judy, Kali, Yael: Integrating and sustaining technology in instruction: A longitudinal study of the teacher-principal perspective. In: D. Chen, G. Kurtz (Ed.): ICT, Learning and Teaching, pp. 311–331, 2011. @incollection{peled_integrating_2011,
title = {Integrating and sustaining technology in instruction: A longitudinal study of the teacher-principal perspective},
author = {Y. Peled and Yehudit Judy Dori and Yael Kali},
editor = {D. Chen and G. Kurtz},
year = {2011},
date = {2011-01-01},
booktitle = {ICT, Learning and Teaching},
pages = {311--331},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
|
Svihla, Vanessa, Ryoo, K., Linn, M. C., Dorsey, Chad: Connecting Energy Across the Curriculum. In: @Concord, 15 , pp. 12–13, 2011. @article{svihla_connecting_2011,
title = {Connecting Energy Across the Curriculum},
author = {Vanessa Svihla and K. Ryoo and M. C. Linn and Chad Dorsey},
url = {https://concord.org/newsletter/2011-spring/connecting-energy-across-curriculum/},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-19},
journal = {@Concord},
volume = {15},
pages = {12--13},
abstract = {The importance of energy and energy use is evident in all corners of our lives. From the food we eat to the cars we drive, energy plays a central role in our political and social lives. Similarly, energy is one of the most central ideas in science. The flow and transformation of energy ties together},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
The importance of energy and energy use is evident in all corners of our lives. From the food we eat to the cars we drive, energy plays a central role in our political and social lives. Similarly, energy is one of the most central ideas in science. The flow and transformation of energy ties together |
Corliss, Stephanie B., Linn, Marcia C.: Assessing learning from inquiry science instruction. In: Gregory J Schraw, Daniel H Robinson (Ed.): Assessment of higher order thinking skills, pp. 219–244, Information Age Pub., Charlotte, N.C., 2011, ISBN: 978-1-61735-506-6 978-1-61735-505-9, (OCLC: 727658516). @incollection{schraw_assessing_2011,
title = {Assessing learning from inquiry science instruction},
author = {Stephanie B. Corliss and Marcia C. Linn},
editor = {Gregory J Schraw and Daniel H Robinson},
isbn = {978-1-61735-506-6 978-1-61735-505-9},
year = {2011},
date = {2011-01-01},
booktitle = {Assessment of higher order thinking skills},
pages = {219--244},
publisher = {Information Age Pub.},
address = {Charlotte, N.C.},
note = {OCLC: 727658516},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
|
Linn, Marcia C., Chiu, Jennifer: Combining Learning and Assessment to Improve Science Education. In: Research & Practice in Assessment, 6 , pp. 5–14, 2011, ISSN: 2161-4210. @article{linn_combining_2011,
title = {Combining Learning and Assessment to Improve Science Education},
author = {Marcia C. Linn and Jennifer Chiu},
url = {https://eric.ed.gov/?id=EJ1062825},
issn = {2161-4210},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Research & Practice in Assessment},
volume = {6},
pages = {5--14},
abstract = {High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Learning tests that help students understand science and measure progress at the same time are needed. This article discusses the following topics regarding science education: (1) Learning Test Goals; (2) Teaching and Assessing Lifelong Learning; (3) Visualizations and Assessment; (4) Teaching and Assessing with Concept Maps; (5) Essay Questions, Learning, and Assessment; and (6) Improving Assessment in Lecture Classes. Valuable classroom time can be reclaimed by using online learning environments that incorporate learning tests to measure lifelong learning skills. Think about what would happen if scientists spent time memorizing new facts rather than investigating compelling problems. A focus on lifelong learning to the classroom needs to be restored to retain a competitive advantage in science.},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Learning tests that help students understand science and measure progress at the same time are needed. This article discusses the following topics regarding science education: (1) Learning Test Goals; (2) Teaching and Assessing Lifelong Learning; (3) Visualizations and Assessment; (4) Teaching and Assessing with Concept Maps; (5) Essay Questions, Learning, and Assessment; and (6) Improving Assessment in Lecture Classes. Valuable classroom time can be reclaimed by using online learning environments that incorporate learning tests to measure lifelong learning skills. Think about what would happen if scientists spent time memorizing new facts rather than investigating compelling problems. A focus on lifelong learning to the classroom needs to be restored to retain a competitive advantage in science. |
Lee, Hee-Sun, Liu, Ou Lydia, Linn, Marcia C.: Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items. In: Applied Measurement in Education, 24 (2), pp. 115–136, 2011, ISSN: 0895-7347. @article{lee_validating_2011,
title = {Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items},
author = {Hee-Sun Lee and Ou Lydia Liu and Marcia C. Linn},
issn = {0895-7347},
year = {2011},
date = {2011-01-01},
urldate = {2017-11-18},
journal = {Applied Measurement in Education},
volume = {24},
number = {2},
pages = {115--136},
abstract = {This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.)},
keywords = {CLEAR, VISUAL},
pubstate = {published},
tppubtype = {article}
}
This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items. (Contains 3 tables and 4 figures.) |
2010
|
Linn, Marcia C., Slotta, James. D., Terashima, Hiroki, Stone, Elisa, Madhok, Jacquie: Designing Science Instruction using the Web-based Inquiry Science Environment (WISE). In: Asia-Pacific Forum on Science Learning and Teaching, 11 (2), 2010. @article{linn_designing_2010-2,
title = {Designing Science Instruction using the Web-based Inquiry Science Environment (WISE)},
author = {Marcia C. Linn and James. D. Slotta and Hiroki Terashima and Elisa Stone and Jacquie Madhok},
year = {2010},
date = {2010-12-01},
journal = {Asia-Pacific Forum on Science Learning and Teaching},
volume = {11},
number = {2},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Gerard, Libby F., Spitulnik, Michele, Linn, Marcia C.: Teacher use of evidence to customize inquiry science instruction. In: Journal of Research in Science Teaching, 47 (9), pp. 1037–1063, 2010, ISSN: 1098-2736. @article{gerard_teacher_2010,
title = {Teacher use of evidence to customize inquiry science instruction},
author = {Libby F. Gerard and Michele Spitulnik and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20367/abstract},
doi = {10.1002/tea.20367},
issn = {1098-2736},
year = {2010},
date = {2010-11-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {9},
pages = {1037--1063},
abstract = {This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands-on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037\textendash1063, 2010},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands-on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010 |
Gerard, Libby F., Spitulnik, Michele, Linn, Marcia C.: Teacher use of evidence to customize inquiry science instruction. In: Journal of Research in Science Teaching, 47 (9), pp. 1037–1063, 2010, ISSN: 1098-2736. @article{gerard_teacher_2010-1,
title = {Teacher use of evidence to customize inquiry science instruction},
author = {Libby F. Gerard and Michele Spitulnik and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20367/abstract},
doi = {10.1002/tea.20367},
issn = {1098-2736},
year = {2010},
date = {2010-11-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {9},
pages = {1037--1063},
abstract = {This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands-on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037\textendash1063, 2010},
keywords = {MODELS},
pubstate = {published},
tppubtype = {article}
}
This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands-on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010 |
Linn, Marcia C., Chang, Hsin-Yi, Chiu, Jennifer L., Zhang, Zhihui Helen, McElhaney, Kevin: Can desirable difficulties overcome deceptive clarity in scientific visualizations?. In: Aaron S. Benjamin (Ed.): Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork, pp. 235–258, Psychology Press, New York, NY, 2010, ISBN: 978-1-84872-891-2. @incollection{benjamin_can_2010,
title = {Can desirable difficulties overcome deceptive clarity in scientific visualizations?},
author = {Marcia C. Linn and Hsin-Yi Chang and Jennifer L. Chiu and Zhihui Helen Zhang and Kevin McElhaney},
editor = {Aaron S. Benjamin},
isbn = {978-1-84872-891-2},
year = {2010},
date = {2010-11-01},
booktitle = {Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork},
pages = {235--258},
publisher = {Psychology Press},
address = {New York, NY},
edition = {1 edition},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {incollection}
}
|
Gerard, Libby F., Spitulnik, Michele, Linn, Marcia C.: Teacher use of evidence to customize inquiry science instruction. In: Journal of Research in Science Teaching, 47 (9), pp. 1037–1063, 2010, ISSN: 00224308. @article{gerard_teacher_2010-2,
title = {Teacher use of evidence to customize inquiry science instruction},
author = {Libby F. Gerard and Michele Spitulnik and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.20367},
doi = {10.1002/tea.20367},
issn = {00224308},
year = {2010},
date = {2010-11-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {9},
pages = {1037--1063},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.: An investigation of teacher impact on student inquiry science performance using a hierarchical linear model. In: Journal of Research in Science Teaching, 47 (7), pp. 807–819, 2010, ISSN: 00224308. @article{liu_investigation_2010-1,
title = {An investigation of teacher impact on student inquiry science performance using a hierarchical linear model},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://doi.wiley.com/10.1002/tea.20372},
doi = {10.1002/tea.20372},
issn = {00224308},
year = {2010},
date = {2010-09-01},
urldate = {2017-11-19},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {7},
pages = {807--819},
keywords = {CLEAR},
pubstate = {published},
tppubtype = {article}
}
|
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.: An investigation of teacher impact on student inquiry science performance using a hierarchical linear model. In: Journal of Research in Science Teaching, 47 (7), pp. 807–819, 2010, ISSN: 1098-2736. @article{liu_investigation_2010,
title = {An investigation of teacher impact on student inquiry science performance using a hierarchical linear model},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://onlinelibrary.wiley.com/doi/10.1002/tea.20372/abstract},
doi = {10.1002/tea.20372},
issn = {1098-2736},
year = {2010},
date = {2010-09-01},
urldate = {2017-11-18},
journal = {Journal of Research in Science Teaching},
volume = {47},
number = {7},
pages = {807--819},
abstract = {Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two-level hierarchical linear model, we analyze year-end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807\textendash819, 2010},
keywords = {VISUAL},
pubstate = {published},
tppubtype = {article}
}
Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two-level hierarchical linear model, we analyze year-end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010 |
Lee, Hee-Sun, Liu, Ou Lydia: Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. In: Science Education, 94 (4), pp. 665–688, 2010, ISSN: 1098-237X. @article{lee_assessing_2010,
title = {Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective},
author = {Hee-Sun Lee and Ou Lydia Liu},
url = {http://onlinelibrary.wiley.com/doi/10.1002/sce.20382/abstract},
doi = {10.1002/sce.20382},
issn = {1098-237X},
year = {2010},
date = {2010-07-01},
urldate = {2017-11-20},
journal = {Science Education},
volume = {94},
number = {4},
pages = {665--688},
abstract = {We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items addressing energy source, transformation, and conservation from published standardized tests and administered them to a status quo sample of 2688 middle school students taught by 29 teachers in 12 schools across 5 states. Results based on a Rasch partial credit model analysis indicate that conservation items are associated with the highest knowledge integration levels, followed by transformation and source items. Comparisons across three middle school grades and across physical, life, and earth science contexts reveal that the mean knowledge integration level of eighth-grade students is significantly higher than that of sixth- or seventh-grade students, and that the mean knowledge integration level of students who took a physical science course is significantly higher than that of students who took a life or earth science course. We discuss implications for research on learning progressions. © 2009 Wiley Periodicals, Inc. Sci Ed94:665\textendash688, 2010},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items addressing energy source, transformation, and conservation from published standardized tests and administered them to a status quo sample of 2688 middle school students taught by 29 teachers in 12 schools across 5 states. Results based on a Rasch partial credit model analysis indicate that conservation items are associated with the highest knowledge integration levels, followed by transformation and source items. Comparisons across three middle school grades and across physical, life, and earth science contexts reveal that the mean knowledge integration level of eighth-grade students is significantly higher than that of sixth- or seventh-grade students, and that the mean knowledge integration level of students who took a physical science course is significantly higher than that of students who took a life or earth science course. We discuss implications for research on learning progressions. © 2009 Wiley Periodicals, Inc. Sci Ed94:665–688, 2010 |
Kali, Yael, Linn, Marcia C.: Curriculum Design as Subject Matter: Science. In: Penelope Peterson, Rob Tierney, Eva Baker, Barry McGaw (Ed.): International Encyclopedia of Education, Third Edition, pp. 468–474, Elsevier Science, Amsterdam, 2010, ISBN: 978-0-08-044893-0. @incollection{peterson_curriculum_2010,
title = {Curriculum Design as Subject Matter: Science},
author = {Yael Kali and Marcia C. Linn},
editor = {Penelope Peterson and Rob Tierney and Eva Baker and Barry McGaw},
isbn = {978-0-08-044893-0},
year = {2010},
date = {2010-06-01},
booktitle = {International Encyclopedia of Education, Third Edition},
pages = {468--474},
publisher = {Elsevier Science},
address = {Amsterdam},
edition = {3 edition},
keywords = {CLEAR, TELS},
pubstate = {published},
tppubtype = {incollection}
}
|
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.: Multifaceted Assessment of Inquiry-Based Science Learning. In: Educational Assessment, 15 (2), pp. 69–86, 2010, ISSN: 1062-7197. @article{liu_multifaceted_2010-1,
title = {Multifaceted Assessment of Inquiry-Based Science Learning},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://dx.doi.org/10.1080/10627197.2010.491067},
doi = {10.1080/10627197.2010.491067},
issn = {1062-7197},
year = {2010},
date = {2010-05-01},
urldate = {2017-11-20},
journal = {Educational Assessment},
volume = {15},
number = {2},
pages = {69--86},
abstract = {To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance.},
keywords = {TELS},
pubstate = {published},
tppubtype = {article}
}
To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance. |
Liu, Ou Lydia, Lee, Hee-Sun, Linn, Marcia C.: Multifaceted Assessment of Inquiry-Based Science Learning. In: Educational Assessment, 15 (2), pp. 69–86, 2010, ISSN: 1062-7197. @article{liu_multifaceted_2010-2,
title = {Multifaceted Assessment of Inquiry-Based Science Learning},
author = {Ou Lydia Liu and Hee-Sun Lee and Marcia C. Linn},
url = {http://dx.doi.org/10.1080/10627197.2010.491067},
doi = {10.1080/10627197.2010.491067},
issn = {1062-7197},
year = {2010},
date = {2010-05-01},
urldate = {2017-11-18},
journal = {Educational Assessment},
volume = {15},
number = {2},
pages = {69--86},
abstract = {To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance.},
keywords = {CLEAR, MODELS},
pubstate = {published},
tppubtype = {article}
}
To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science units that promote knowledge integration and developed assessments that measure student knowledge integration abilities. To measure student learning outcomes, we designed a science assessment consisting of both proximal items that are related to the units and distal items that are published from standardized tests (e.g., Trends in International Mathematics and Science Study). We compared the psychometric properties and instructional sensitivity of the proximal and distal items. To unveil the context of learning, we examined how student, class, and teacher characteristics affect student inquiry science learning. Several teacher-level characteristics including professional development showed a positive impact on science performance. |
Linn, Marcia: Designing Standards for Lifelong Science Learning. In: Journal of Engineering Education, 99 , 2010. @article{linn_designing_2010,
title = {Designing Standards for Lifelong Science Learning},
author = {Marcia Linn},
doi = {10.1002/j.2168-9830.2010.tb01047.x},
year = {2010},
date = {2010-04-01},
journal = {Journal of Engineering Education},
volume = {99},
abstract = {Science technology, engineering, and mathematics (STEM) standards should enable students to become lifelong learners who can make sense of new STEM-related dilemmas as they arise. We need citizens who can manage an unexpected health problem, m |
