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|Title:||Impact of Choice on Students’ Use of an Experimentation Model for Investigating Ideas About Thermodynamics|
|Authors:||Chen, Jennifer King|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Chen, J. K. & Linn, M. (2019). Impact of Choice on Students’ Use of an Experimentation Model for Investigating Ideas About Thermodynamics. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & 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. 708-711). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||This paper examines the impact of providing choice on students' use of an experimentation model to investigate their ideas using an online thermodynamics unit. Sixth- grade students working in pairs (N = 78) were randomly assigned to either a choice or no- choice condition for investigating the insulation effectiveness of different materials. The choice students were asked to select one of two equivalent scenarios to investigate with the experimentation model. In contrast, the no-choice students were randomly assigned a scenario to investigate. Our findings indicate that the choice students more often used the model to test their prior ideas than their no-choice peers. Furthermore, the choice students also ran more informative experimentation test patterns that yielded valid and useful data for understanding heat energy transfer with the model. The findings from this study provide promising insights into the potentially beneficial impact of incorporating choice into science learners' experiences in the classroom.|
|Appears in Collections:||CSCL 2019|
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