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https://repository.isls.org//handle/1/1129
Title: | Supporting Middle Schoolers’ Use of Inquiry Strategies For Discovering Multivariate Relations In Interactive Physics Simulations |
Authors: | Conlin, Luke D. Hallinen, Nicole R. Schwartz, Daniel L. |
Issue Date: | Jun-2014 |
Publisher: | Boulder, CO: International Society of the Learning Sciences |
Citation: | Conlin, L. D., Hallinen, N. R., & Schwartz, D. L. (2014). Supporting Middle Schoolers’ Use of Inquiry Strategies For Discovering Multivariate Relations In Interactive Physics Simulations. 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 1. Colorado, CO: International Society of the Learning Sciences, pp. 31-37. |
Abstract: | Within research on students' inquiry into related variation, several researchers have pointed out the importance of students understanding multiple variable relations. So far, the Control of Variables Strategy (CVS) has demonstrated only limited success in supporting students' discovery of multiple variable relationships. In this report, we present an alternate strategy, which we call the General Principle Strategy (GPS). We report on preliminary results of a classroom study where we taught students in two conditions to use CVS or GPS, respectively, in the context of several physics topics. We find evidence that both strategies help students figure out the multivariable relationship underlying the working of a balance scale, as inferred from associations between their performance on a written posttest and on a computer game-based posttest. Based on these results, GPS shows promise as an effective way of teaching multiple variable relations that underlie a wide variety of physics phenomena. |
URI: | https://doi.dx.org/10.22318/icls2014.31 https://repository.isls.org//handle/1/1129 |
Appears in Collections: | ICLS2014 |
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