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|Title:||Unpacking Why Student Writing Does Not Match Their Science Inquiry Experimentation in Inq-ITS|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Li, H., Gobert, J., & Dickler, R. (2018). Unpacking Why Student Writing Does Not Match Their Science Inquiry Experimentation in Inq-ITS. 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 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Science assessments should evaluate the full complement of inquiry practices (NGSS, 2013). Our previous work has shown that a large proportion of students’ open responses did not match their scientific investigations (Li et al., 2017a). The present study both unpacks and compares the sub-components underlying students’ performance for experimenting to their written open responses. These findings have implications for the assessment of inquiry practices, design of real-time scaffolding, and teachers’ instruction of science.|
|Appears in Collections:||ICLS 2018|
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