Preservice elementary teachers’ explanations of properties of sound using a Web-based Inquiry Science Environment (WISE)

Ibourk, Amal; Wagner, Lauren; Mathis, Clausell

doi:10.1080/02635143.2022.2066647

Cited by 2 publications

(1 citation statement)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…WISE is a web‐based platform developed by Marcia C. Linn and her research team from UC Berkeley (Gerard et al., 2022). This platform has been found to be an efficient approach in scientific inquiry learning (Chao et al., 2021; Ibourk et al., 2022; Raes & Schellens, 2016) and has been widely used to build activities in developing students' scientific inquiry abilities (Donnelly et al., 2015; Gerard, Bradford, & Linn, 2022; Gerard et al., 2022; Ulus & Oner, 2020; Vitale et al., 2019). All projects in WISE were in alignment with the concept of KI theory (Cui et al., 2022; Gerard et al., 2022; King Chen & Linn, 2019).…”

Section: Methodsmentioning

confidence: 99%

Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models

Xu,

Ren,

Zhang

et al. 2024

Educational Measurement

View full text Add to dashboard Cite

In scientific literacy, knowledge integration (KI) is a scaffolding‐based theory to assist students' scientific inquiry learning. To drive students to be self‐directed, many courses have been developed based on KI framework. However, few efforts have been made to evaluate the outcome of students' learning under KI instruction. Moreover, finer‐grained information has been pursued to better understand students' learning and how it progresses over time. In this article, a normative procedure of building and choosing cognitive diagnosis models (CDMs) and attribute hierarchies was formulated under KI theory. We examined the utility of CDMs for evaluating students' knowledge status in KI learning. The results of the data analysis confirmed an intuitive assumption of the hierarchical structure of KI components. Furthermore, analysis of pre‐ and posttests using a higher‐order, hidden Markov model tracked students' skill acquisition while integrating knowledge. Results showed that students make significant progress after using the web‐based inquiry science environment (WISE) platform.

show abstract