Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/681
Title: Unpacking Why Student Writing Does Not Match Their Science Inquiry Experimentation in Inq-ITS
Authors: Li, Haiying
Gobert, Janice
Dickler, Rachel
Issue Date: Jul-2018
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.
URI: https://doi.dx.org/10.22318/cscl2018.1465
https://repository.isls.org//handle/1/681
Appears in Collections:ICLS 2018

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