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Personalization of Automated Guidance in a Web-Based Inquiry Science Environment
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Tansomboon, Charissa; Gerard, Libby F.; Vitale, Jonathan Michael; Linn, Marcia C. – AERA Online Paper Repository, 2016
While automated guidance in online units has been found to successfully support learning, students can sometimes feel alienated rather than motivated due to computerized guidance seeming impersonal. In this study, we explore ways to improve learning and motivation by personalizing adaptive guidance. Standard adaptive guidance is compared to more…
Descriptors: Web Based Instruction, Inquiry, Active Learning, Science Instruction
Teacher Use of Evidence to Customize Inquiry Science Instruction
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Gerard, Libby F.; Spitulnik, Michele; Linn, Marcia C. – Journal of Research in Science Teaching, 2010
This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive…
Descriptors: Evidence, Inquiry, Science Instruction, Faculty Development
Distributed Revisiting: An Analytic for Retention of Coherent Science Learning
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Svihla, Vanessa; Wester, Michael J.; Linn, Marcia C. – Journal of Learning Analytics, 2015
Designing learning experiences that support the development of coherent understanding of complex scientific phenomena is challenging. We sought to identify analytics that can also guide such designs to support retention of coherent understanding. Based on prior research that distributing study of material over time supports retention, we explored…
Descriptors: Science Education, Pretests Posttests, Inquiry, Multiple Regression Analysis
Automated Guidance for Thermodynamics Essays: Critiquing versus Revisiting
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Donnelly, Dermot F.; Vitale, Jonathan M.; Linn, Marcia C. – Journal of Science Education and Technology, 2015
Middle school students struggle to explain thermodynamics concepts. In this study, to help students succeed, we use a natural language processing program to analyze their essays explaining the aspects of thermodynamics and provide guidance based on the automated score. The 346 sixth-grade students were assigned to either the critique condition…
Descriptors: Middle School Students, Grade 6, Secondary School Science, Thermodynamics
Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study
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Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa – International Journal of Science Education, 2015
Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The…
Descriptors: Energy, Science Education, Psychometrics, Case Studies
An Investigation of Explanation Multiple-Choice Items in Science Assessment
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Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. – Educational Assessment, 2011
Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group…
Descriptors: Science Tests, Multiple Choice Tests, Responses, Test Items