Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/505
Title: Design Matters: The Impact of Technology Design on Students’ Inquiry Behaviors.
Authors: Bumbacher, Engin
Hossain, Zahid
Riedel-Kruse, Ingmar
Blikstein, Paulo
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Bumbacher, E., Hossain, Z., Riedel-Kruse, I., & Blikstein, P. (2018). Design Matters: The Impact of Technology Design on Students’ Inquiry Behaviors. . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Recent curricular frameworks consider science inquiry as an intertwined set of practices revolving around data, models and theory. This poses major challenges on the design of tools to support science inquiry. We developed a novel hybrid technology for biology classrooms that combines remote laboratories with modeling tools. How to design such systems is of fundamental importance because the design influences students’ learning processes (deJong, Linn & Zacharia, 2013). We examined the impact of the design of the modeling interface on learning, using two designs that differ in the type of visual feedback and the degrees of freedom for exploration. We found that neither of the designs was categorically better; rather, they were conducive to different forms of engagement in the inquiry activity, each offering distinct affordances for learning. This suggests that designers of technology for science inquiry need to be explicit about desired learning goals and forms of engagement.
URI: https://doi.dx.org/10.22318/cscl2018.839
https://repository.isls.org//handle/1/505
Appears in Collections:ICLS 2018

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