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|Title:||Supporting Meaningful Revision of Scientific Ideas in an Online Genetics Unit|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Harrison, E., Gerard, L., & Linn, M. (2019). Supporting Meaningful Revision of Scientific Ideas in an Online Genetics Unit. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 885-886). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||This research investigates two ways to encourage revision of scientific essays an online genetics unit. Revising is difficult for students, due partly to lack of practice and guidance. We examine the effects of two activities designed to support gaining ideas from evidence by comparing an essay annotator activity that models the essay revision process (text) to an activity in which students annotate screenshots of interactive models from the unit (model). All students improved in their ability to revise, but low prior knowledge students benefited more from the text annotator condition.|
|Appears in Collections:||CSCL 2019|
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