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Title: Designing Critique to Improve Conceptual Understanding
Authors: Sato, Elissa
Linn, Marcia C.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Sato, E. & Linn, M. C. (2014). Designing Critique to Improve Conceptual Understanding. 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. 471-478.
Abstract: Students become entangled in their varied scientific ideas and struggle to reconcile their understanding with ideas encountered in instruction. This design-based study with a sixth-grade technology-enhanced inquiry science unit on global climate change investigates how critique can support students in refining their conceptual understanding. Specifically, the study investigates whether students' ability to benefit from critique is impacted by the complexity of the critique artifact. Findings show that students can equally benefit from critiquing explanations of varying complexity when guided to consider a range of alternative ideas during critique The results show the value of designing critique to support students in distinguishing among their own and alternative ideas. Case studies illustrate how students engaged with opportunities provided by the guidance, and indicate areas where further research is necessary to refine the design of critique as a means to support conceptual learning in science.
Appears in Collections:ICLS2014

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