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|Title:||Tug of War: What is it Good For? Measuring Student Inquiry Choices in an Online Science Game|
|Authors:||Hallinen, Nicole R.|
Schwartz, Daniel L.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Hallinen, N. R., Cheng, J., Chi, M., & Schwartz, D. L. (2014). Tug of War: What is it Good For? Measuring Student Inquiry Choices in an Online Science Game. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1645-1646.|
|Abstract:||We designed and tested a computer game to measure middle-schoolers' science inquiry. In the game, students can run experiments or answer challenge questions. Students who use more of their chances for experimentation performed better on challenge questions and a posttest. Shorter times per experiment were associated with higher science grades. Choices to engage in inquiry predicted academic achievement better than accuracy. We conclude that science-learning assessments should measure inquiry choices in addition to knowledge.|
|Appears in Collections:||ICLS2014|
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