Roll - Inquiry
Contents
- 1 Helping Students Become Better Scientists Using Structured Inquiry Tasks
- 2 Helping Students Become Better Scientists Using Structured Inquiry Tasks
- 2.1 Summary Table
- 2.2 Abstract
- 2.3 Background & Significance
- 2.4 Glossary
- 2.5 Research questions
- 2.6 Independent Variables
- 2.7 Dependent Variables
- 2.8 Hypothesis
- 2.9 Results
- 2.10 Explanation
- 2.11 Further Information
- 2.12 Abstract
- 2.13 Background & Significance
- 2.14 Glossary
- 2.15 Research questions
- 2.16 Independent Variables
- 2.17 Dependent Variables
- 2.18 Hypothesis
- 2.19 Results
- 2.20 Explanation
- 2.21 Further Information
Helping Students Become Better Scientists Using Structured Inquiry Tasks
Helping Students Become Better Scientists Using Structured Inquiry Tasks
Summary Table
| PIs | Ido Roll |
| Other Contributers | Doug Bonn, James Day |
| Study Start Date | Jan. 1, 2010 |
| Study End Date | May. 31, 2010 |
| Site | UBC (not a LeanLab site) |
| LearnLab Course | Physics |
| Number of Students | N = ~200 |
| Total Participant Hours | ~1,000. |
| DataShop | no data yet |
Abstract
Background & Significance
Glossary
Research questions
The project has 3 steps, each of which focuses on a different research question:
Step 1: What SRL skills are being used and practiced during structured invention tasks?
Step 2:
Independent Variables
Dependent Variables
Hypothesis
Results
Explanation
Further Information
Connections to Other Studies
Annotated Bibliography
References
Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12(1), 1-48.
Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know 'further' - increasing the flexibility of students' knowledge using symbolic invention tasks. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society. (pp. 1169-74). Austin, TX: Cognitive Science Society.
Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129-184.
Future Plans
Spring 2010: Do an ethnography in in a 1st year physics lab that uses invention tasks as a normal classroom practice.
Abstract
Background & Significance
Glossary
Research questions
The project has 3 steps, each of which focuses on a different research question:
Step 1: What SRL skills are being used and practiced during structured invention tasks?
Step 2:
Independent Variables
Dependent Variables
Hypothesis
Results
Explanation
Further Information
Connections to Other Studies
Annotated Bibliography
References
Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12(1), 1-48.
Roll, I., Aleven, V., & Koedinger, K. R. (2009). Helping students know 'further' - increasing the flexibility of students' knowledge using symbolic invention tasks. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st annual conference of the cognitive science society. (pp. 1169-74). Austin, TX: Cognitive Science Society.
Schwartz, D. L., & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129-184.
Future Plans
Spring 2010: Do an ethnography in in a 1st year physics lab that uses invention tasks as a normal classroom practice.
