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|Title:||The Impact of Scaffolding on Simulation Assessment Performance for Systems and Systems Models|
Hmelo-Silver, Cindy E.
Rehmat, Abeera P.
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Housh, K., Hmelo-Silver, C. E., Rehmat, A. P., Cisterna, D., & Liu, L. (2020). The Impact of Scaffolding on Simulation Assessment Performance for Systems and Systems Models. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 901-902). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Systems and System Models are prominent features of science education. This case study examines the performances of students using a computer-based simulation summative assessment on ecosystems and compares their performance to a parallel verbal task in which scaffolding is included by the interviewer. This study reveal that students may possess more developed understandings of complex systems than demonstrated in their written responses.|
|Appears in Collections:||ICLS 2020|
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