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dc.contributor.authorGerard, Libby
dc.contributor.authorZertuche, Amber
dc.contributor.authorLinn, Marcia
dc.date.accessioned2020-01-08T16:51:38Z
dc.date.accessioned2020-01-08T22:04:23Z-
dc.date.available2020-01-08T16:51:38Z
dc.date.available2020-01-08T22:04:23Z-
dc.date.issued2012-07
dc.identifier.citationGerard, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.569
dc.identifier.urihttps://repository.isls.org//handle/1/2380-
dc.description.abstractResearch 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleLearning to Graph: A Comparison Study of Using Probe or Draw Tools in a Web-Based Learning Environmenten_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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