Teaching and Assessing Knowledge Integration in Science

Linn, Marcia C.; Lee, Hee‐Sun; Tinker, Robert; Husic, Freda; Chiu, Jennifer L.

doi:10.1126/science.1131408

Cited by 201 publications

(134 citation statements)

References 10 publications

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“…Many studies describe the added value of online environments for teaching and learning (Linn, Lee, Tinker, Husic & Chiu, 2006;Mintz & Nachmias, 1998;Osborne & Hennessy, 2003), but other studies mention the difficulties teachers experience when they have to cope with ICT use in school (Pelgrum, 2001;Rogers, 2000). In this context, our main conclusions from this study are that extending teaching and learning time and boundaries to include the home using online learning environments is possible and worthwhile, regardless of age or gender.…”

Section: Discussionmentioning

confidence: 64%

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Ben-Zadok¹,

Leiba

Nachmias

2010

IJELL

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The research objectives of this study are: (a) to compare learning behaviors in an online science learning environment -in school vs. at home; and (b) to explore the existence of some behavioral differences, in school and at home, in terms of age and gender. The actions of 1,179 elementary school students in an online science learning environment were documented in a log file and statistically analyzed. Results suggest that students who learn at home tend to spend more time learning; they learn at a slower pace and score higher on a test than students who learn in school. However, no significant differences were found between home and school in terms of the amount of completed activities, the rate of simulation use, and the sequence of learning. Comparison between age groups indicates that younger students tend to learn for more time, at a slower pace, and complete fewer activities than older students. Comparison between genders, on the other hand, reflects similar learning behaviors for boys and girls. The results also suggest that neither age nor gender affect the differences found between school and home behaviors. Our conclusions indicate that extending teaching time to the home by means of online learning environments is possible and worthwhile, regardless of age or gender. Nevertheless, it should be noticed that in some cases more learning time is necessary for young students in online assignments.

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Section: Discussionmentioning

confidence: 64%

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Ben-Zadok¹,

Leiba

Nachmias

2010

IJELL

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“…Framing the interaction as a teaching experiment (Komorek and Duit 2004), we used the concept-driven interactive pathway format (Author 1 and de Hosson, 2015), orienting the scenario as a tool for conceptual integration. The very idea of inviting students to work on both critical and conceptual planes constitutes, we suggest, an integrative perspective (Linn et al 2006). Here, however, we use the term 'integrative' in the more specific sense of an attempt to link phenomenological and thermodynamic knowledge to the molecular level.…”

Section: Rationalementioning

confidence: 99%

Conceptual and critical development in student teachers: first steps towards an integrated comprehension of osmosis

Viennot

Décamp

2016

International Journal of Science Education

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In a context of strong valuation of competences in physics teaching, students' critical thinking is widely advocated but there is also a risk that conceptual structuring be disregarded. For that reason, this investigation is focused on possible links between the development of critical attitude and conceptual understanding. We analyzed in detail how conceptual comprehension and critical attitude develop when a person confronts various explanations of a nonobvious topic. To this end, we conducted a fine grained analysis of five prospective teachers' critical and conceptual development during a one hour and a half interaction with an expert. This investigation completes a series of three previous studies addressing the same general research question in respect of three different physics topics. In this instance, the focus is on the topic of osmosis. A content analysis led us to identify some lines of reasoning that we expected to observe as well as conceptual targets for the interviews. In line with an integrative perspective, these conceptual goals provide some opportunities to link osmosis phenomena with a molecular approach. The transcripts were processed following two lines of analysis, one conceptual and the other focusing on critical attitude as well as metacognitive and affective affects. The findings confirm the significant occurrence of the expected lines of reasoning. They also suggest that students need to reach a threshold of comprehension, beyond logical necessity, before expressing critiques toward inaccurate texts or their previous views ("delayed critique"). Students' questions about the meanings of current phrases relating to pressure in liquids are shown to play a decisive role to activate their potential of critique as well as significant conceptual steps forward. In discussing our results, we explain how this study contributes to a holistic picture of student teachers' conceptual and critical co-development when interacting with an expert. The prevalence of "delayed critiques" aligns with our previous results. Additionally, a more specific finding of this study is the precise localization of events that are likely to trigger rapid conceptual and critical evolution. A discussion about further research and perspectives concerning the teaching of osmosis and students' formation to critique ends the paper.

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“…Computer-based scaffolding, especially, has had positive impacts on students' cognitive learning outcomes. For example, students can be invited to consider the complexity that is integral to the target skill and spared the burden of addressing complexity that is not (Reiser 2004) through computer-based hints (Leemkuil and de Jong 2012;Li 2001;Schrader and Bastiaens 2012), visualization (Cuevas et al 2002;Kumar 2005;Linn et al 2006), question Educ Psychol Rev prompts (Hmelo-Silver and Day 1999;Kramarski and Gutman 2006), and concept mapping (Puntambekar et al 2003). In addition, computer-based scaffolding can improve students' interest and motivation toward their learning (Clarebout and Elen 2006).…”

Section: Computer-based Scaffolding In Problem-based Learningmentioning

confidence: 99%

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

2017

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Computer-based scaffolding plays a pivotal role in improving students' higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer from small-study effects and a lack of studies covering certain characteristics. This research investigates the effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education through Bayesian meta-analysis (BMA). Specifically, several types of prior distribution information inform Bayesian simulations of studies, and this generates accurate effect size estimates of six moderators (total 24 subcategories) related to the characteristics of computer-based scaffolding and the context of scaffolding utilization. The results of BMA indicated that computer-based scaffolding significantly impacted (g = 0.385) cognitive outcomes in problem-based learning in STEM education. Moreover, according to the characteristics and the context of use of scaffolding, the effects of computer-based scaffolding varied with a range of small to moderate values. The result of the BMA contributes to an enhanced understanding of the effect of computer-based scaffolding within problem-based learning. IntroductionThe Next Generation Science Standards promote the use of problem-based learning (PBL), which requires that students construct knowledge to generate solutions to ill-structured, authentic problems (Achieve 2013). Central to student success in such approaches is scaffolding-dynamic support that helps students meaningfully participate in and gain skill at tasks that are beyond their unassisted capabilities (Belland 2014;Hmelo-Silver et al. 2007). When originally defined, instructional scaffolding was delivered in a one-to-one manner by a teacher (Wood et al. 1976). But researchers have considered how to use computer-based tools as scaffolding to overcome the limitations of one-to-one scaffolding such as high student to teacher ratios (Hawkins and Pea 1987). Computer-based scaffolding has been utilized in the context of PBL in Science, Technology, Engineering, Mathematics (STEM) education, and many studies have demonstrated the effect of computer-based scaffolding on students' conceptual knowledge and higher-order skills.However, it is difficult to generalize from the results of individual studies without the use of systematic synthesis methods (e.g., meta-analysis) due to different educational populations in particular contexts. For that reason, several meta-analyses have addressed the effectiveness of computer-based scaffolding (Azevedo and Bernard 1995;Belland et al. 2017;Ma et al. 2014), but none focused specifically on scaffolding in the context of PBL. This study aims to determine and generalize the effectiveness of computer-based scaffolding utilized in PBL in terms of several characteristics of computer-based scaffolding and its contexts ...

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Teaching and Assessing Knowledge Integration in Science

Cited by 201 publications

References 10 publications

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis

Conceptual and critical development in student teachers: first steps towards an integrated comprehension of osmosis

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

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