A common way for students to develop scientific argumentation abilities is through argumentation about socioscientific issues, defined as scientific problems with social, ethical, and moral aspects. Computer-based scaffolding can support students in this process. In this mixed method study, we examined the use and impact of computer based scaffolding to support middle school students’ creation of evidence-based arguments during a 3-week problem-based learning unit focused on the water quality of a local river.
This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test scorequality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college, graduate, and adult levels.
In this paper, we describe a pilot study of EarSketch, a computational remixing approach to introductory computer science, in a formal academic computing course at the high school level. The EarSketch project provides an integrated curriculum, Python API, digital audio workstation (DAW), audio loop library, and social sharing site. The goal for EarSketch is to broaden participation in computing, particularly by traditionally underrepresented groups, through a thickly authentic learning environment that has personal and industry relevance in both computational and artistic domains.
Wang, S.-K. Hsu, H.-Y. & Jean Posada. (2014). Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding. Science Scope, 37(6), 37-42.
The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting.
Stahl, G. (2012f). A view of computer-supported collaborative learning research and its lessons for future-generation collaboration systems. Future Generation Computer Systems.
In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.
The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.