Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/141
Title: Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning
Authors: Gerard, Libby
Linn, Marcia C.
Madhok, Jacquie
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Gerard, L., Linn, M. C., & Madhok, J. (2016). Examining the Impacts of Annotation and Automated Guidance on Essay Revision and Science Learning 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: Automated guidance can facilitate student revision of explanations and arguments in online inquiry science units. We explore ways to design guidance for short essays that promotes meaningful revision rather than superficial changes. Specifically we compare the affordances of annotation of a fictional essay to knowledge integration guidance on revision of science writing. 293 middle-school students were randomly assigned to condition. Students who annotated an essay made significantly greater pre to post test gains and were also better able to use automated guidance on a posttest item than students who only received knowledge integration guidance. These findings suggest ways to support students to revise science writ-ing and build integrated understanding of science.
URI: https://repository.isls.org/handle/1/141
https://dx.doi.org/10.22318/icls2016.52
Appears in Collections:ICSL 2016

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