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|Title:||Large Scale Analysis of Student Workbooks: What Can We Learn About Learning?|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Shechtman, N. & Roschelle, J. (2010). Large Scale Analysis of Student Workbooks: What Can We Learn About Learning?. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 444-451). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||As Learning Sciencebased innovations are studied at scale, traditional Learning Sciences methods such as video analysis and classroom observation become impractical. Yet Learning Scientists want to know more about student misconceptions, the connections between writing and conceptual understanding, and classroom practices than pretests and posttests can reveal. In this paper, we discuss an exploratory posthoc analysis of 765 workbooks from 48 classrooms that implemented SimCalc. These classrooms participated in a large-scale experiment in which we found that students learned more advanced mathematics in classrooms that implemented SimCalc. A team of three master teachers coded the workbooks for completeness, correctness, and other impressions. We found characteristics of students' work that predict gain scores, including the first evidence that classic SimCalc activities--writing stories and drawing graphs about motions--impact student learning. We discuss potential implications for large-scale Learning Sciences research.|
|Appears in Collections:||ICLS 2010|
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