Educational Technology

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Author/Presenter: 
Mengxiao Zhu
Ou Lydia Liu
Hee-Sun Lee
Lead Organization(s): 
Year: 
2019
Short Description: 
This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer

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.

Author/Presenter: 
Camillia Matuk
Jiayuan Zhang
Irina Uk
Marcia C. Linn
Year: 
2019
Short Description: 
This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Author/Presenter: 
Susan A. Yoon
Chad Evans
Katherine Miller
Emma Anderson
Jessica Koehler
Lead Organization(s): 
Year: 
2019
Short Description: 
In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Non-visual Perception of Lines on a Multimodal Touchscreen Tablet

While text-to-speech software has largely made textual information accessible in the digital space, analogous access to graphics still remains an unsolved problem. Because of their portability and ubiquity, several studies have alluded to touchscreens as a potential platform for such access, yet there is still a gap in our understanding of multimodal information transfer in the context of graphics. The current research demonstrates feasibility for following lines, a fundamental graphical concept, via vibrations and sounds on commercial touchscreens.

Author/Presenter: 
Jennifer L. Tennison
Jenna L. Gorlewicz
Lead Organization(s): 
Year: 
2019
Short Description: 
In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.

Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to educative curriculum materials in an online interactive learning platform.

Author/Presenter: 
Miray Tekkumru-Kisa
Christian Schunn
Year: 
2019
Short Description: 
Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices

Author/Presenter: 
Alejandra J. Magana
Hayden W. Fennell
Camilo Vieira
Michael L. Falk
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.

Exploring Students’ Experimentation Strategies in Engineering Design Using an Educational CAD Tool

Experimentation is one of the important strategies used in engineering design to understand the relationship between relevant variables so that they can be manipulated to generate optimized solution for a particular problem or design. The understanding of students’ experimentation strategies allows educators to help students improve their design experiments by providing scaffolds or guidance. The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

Author/Presenter: 
Ying Ying Seah
Alejandra J. Magana
Lead Organization(s): 
Year: 
2019
Short Description: 
The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics

In science and engineering education, the use of heuristics has been introduced as a way of understanding the world, and as a way to approach problem-solving and design. However, important consequences for the use of heuristics are that they do not always guarantee a correct solution. Learning by Design has been identified as a pedagogical strategy that can guide individuals to properly connect science learning via design challenges.

Author/Presenter: 
Alejandra J. Magana
Sindhura Elluri
Chandan Dasgupta
Ying Ying Seah
Aasakiran Madamanchi
Mireille Boutin
Lead Organization(s): 
Year: 
2019
Short Description: 
This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Author/Presenter: 
Hee‐Sun Lee
Amy Pallant
Sarah Pryputniewicz
Trudi Lord
Matthew Mulholland
Ou Lydia Liu
Year: 
2019
Short Description: 
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

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