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|Title:||Learning to Graph: A Comparison Study of Using Probe or Draw Tools in a Web-Based Learning Environment|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gerard, L., Zertuche, A., & Linn, M. (2012). Learning to Graph: A Comparison Study of Using Probe or Draw Tools in a Web-Based Learning Environment. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 569-570). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||Research suggests that motion probes can significantly enhance student understanding of position/time graphs. New, online drawing tools offer opportunities to augment or even replace motion probesespecially in classrooms that allow little space for 35 students to move. We compare how 8th grade students (N=315) learned to construct, interpret and critique graphs using motion probes or drawing tools. Post-unit individual and student- pair outcome measures indicate probes and drawing activities both significantly improve student science learning. Embedded assessments illustrate unique affordances of the precision allowed with drawing tools and the immediate feedback provided by probes in online units.|
|Appears in Collections:||ICLS 2012|
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