An auto-scoring mechanism for evaluating problem-solving ability in a web-based learning environment

Chiou, Chuang-Kai; Hwang, Gwo‐Jen; Tseng, Judy C. R.

doi:10.1016/j.compedu.2009.02.006

Cited by 35 publications

(21 citation statements)

References 21 publications

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“…project-based science (Butler & lumpe, 2008;So, 2003), problem-based learning or problem-solving activities in general (e.g. Belland, Glazewski, & Richardson, 2011;Chiou, Hwang, & Tseng, 2009;Simons & klein, 2007;Toth, Suthers, & lesgold, 2002;Tsai, Hwang, Tsai, Hung, & Huang, 2012;Wong &Day, 2009) andcomputer-based virtual collaborative environments (e.g. ketelhut &Nelson, 2010;Taasoobshirazi, Zuiker, Anderson, & Hickey, 2006).…”

Section: Searching For Informationmentioning

confidence: 99%

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Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Rönnebeck

Bernholt

Ropohl

2016

Studies in Science Education

176

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Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research.

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Section: Searching For Informationmentioning

confidence: 99%

“…The second line of research is related to the computer-assisted analysis of students' search behaviour and their underlying problem-solving abilities (Chiou et al, 2009;Toth et al, 2002;Tsai et al, 2012). Toth et al (2002), e.g.…”

Section: Searching For Informationmentioning

confidence: 99%

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Rönnebeck

Bernholt

Ropohl

2016

Studies in Science Education

176

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“…Over the years, the recognition that students' initial beliefs and ideas about particular phenomena form the basis of their future learning was used to design and develop diagnostic instruments to test and support student learning (Halloun & Hestenes, 1985). Currently, there are many examples of computer-assisted tutoring and testing systems (Chiou, Hwang, & Tseng, 2009;Springer & Pear, 2008). The advent of web technology has also provided us with a platform on which web-based diagnostic systems can be accessed by face-to-face and distance students alike (Bälter, 2009).…”

Section: Diagnostic Testing In Distance Educationmentioning

confidence: 99%

Pretesting mathematical concepts with the mobile phone: Implications for curriculum design

Kizito¹

2012

IRRODL

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<p>One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone.</p><em></em>

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“…Various strategies concerning web-based information searching have been proposed (Chiou, Hwang & Tseng, 2009). For example, Ackerman and Karen (2005) proposed a detailed ten-step procedure for online information searching:…”

Section: Literature Reviewmentioning

confidence: 99%

An information-summarising instruction strategy for improving the web-based problem solving abilities of students

Hwang

Kuo

2011

AJET

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As knowledge rapidly expands and accumulates, training and assessing students' information searching ability for solving problems on the Internet has become an important and challenging issue. This research aims to improve the web-based problem solving abilities of primary school students by employing an information summarising approach for improving their skills in using keywords and extracting proper information. Moreover, a web-based learning environment is employed to record and analyse the online information searching behaviours of students. An experiment has been conducted to evaluate the effectiveness of this innovative approach. The experimental results show that the information summarising training significantly improved the performance of the students in the experimental group in terms of using keywords, selecting information resources and extracting important content. Therefore, it was concluded that the innovative approach has a significant impact on promoting the web-based problem solving abilities of students.

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An auto-scoring mechanism for evaluating problem-solving ability in a web-based learning environment

Cited by 35 publications

References 21 publications

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Pretesting mathematical concepts with the mobile phone: Implications for curriculum design

An information-summarising instruction strategy for improving the web-based problem solving abilities of students

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