Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/118
Title: Designing the Idea Manager to Integrate STEM Content and Practices During a Technology-Based Inquiry Investigation
Authors: Tate, Erika D.
Feng, Mingyu
McElhaney, Kevin W.
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Tate, E. D., Feng, M., & McElhaney, K. W. (2016). Designing the Idea Manager to Integrate STEM Content and Practices During a Technology-Based Inquiry Investigation In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: This design study investigates the role of the Idea Manager, a formative technology-based learning tool, in student learning that integrates STEM practices and disciplinary content. We coordinated curriculum and assessment frameworks to design instructional features of a STEMGenetics unit that engages middle school students in a set of interrelated STEM practices: use a model to construct an explanation of the trait expression mechanism in rice plants. Our analysis of 99 student team responses to three embedded assessments generated formative evidence that delineated three tiers of explainers (non-mechanistic, partial mechanistic, and mechanistic). These students differed in their knowledge and abilities to perform these interrelated STEM practices. We discuss implications of the findings for how (a) teachers can differentiate instruction for students of all levels and across a range of STEM disciplines and interrelated sets of practices and (b) technology tools can be designed to support teachers.
URI: https://repository.isls.org/handle/1/118
https://dx.doi.org/10.22318/icls2016.29
Appears in Collections:ICLS 2016

Files in This Item:
File SizeFormat 
29.pdf335.56 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.