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|Title:||Understanding Science Learning Through Writings on Engineering Design|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Huang, X., Xing, W., Zhao, H., Chao, J., Schimpf, C., Chen, G., & Xie, C. (2020). Understanding Science Learning Through Writings on Engineering Design. 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. 1771-1772). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Engineering design is often used to teach science, but not-yet leads to solid learning gains. We examined the relationship between science learning and engineering design using text mining. Association rule mining was applied to texts written during design to extract the relationships between solar-energy concepts and solar design performance. Findings suggest that students test concept-related factors’ effects on design outcomes to learn concepts and eliminate misconceptions. These findings have implications for future instructional design.|
|Appears in Collections:||ICLS 2020|
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