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|Title:||Examining the Impact of Student Choice in Online Science Investigations|
|Authors:||Chen, Jennifer King|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Chen, J. K., Bradford, A., & Linn, M. (2020). Examining the Impact of Student Choice in Online Science Investigations. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1705-1708). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Incorporating choice into instruction can promote learning that builds upon learners’ prior knowledge and interests. We present our results from the combined analysis of data collected across six classroom comparison studies investigating the impact of choice-based curriculum units with middle and high school science students. By “choice” we mean that students are able to decide for themselves which investigation modules (among a curated set of options offered within the curriculum unit) to complete to advance their understanding. Analysis of the combined data set (total N = 661) revealed a significant difference in overall pre-to-post learning gains in favor of students in the choice condition (compared to students in the no-choice, or standard condition). Our findings provide evidence for the value of implementing student choice compared to typical instruction that assigns students to learning activities in a predetermined sequence regardless of learner preference or interest.|
|Appears in Collections:||ICLS 2020|
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