Roll - Inquiry
- 1 Helping Students Become Better Scientists Using Structured Inquiry Tasks
- 1.1 Summary Table
- 1.2 Abstract
- 1.3 Background & Significance
- 1.4 Glossary
- 1.5 Research questions
- 1.6 Independent Variables
- 1.7 Dependent Variables
- 1.8 Hypothesis
- 1.9 Results
- 1.10 Explanation
- 1.11 Further Information
Helping Students Become Better Scientists Using Structured Inquiry Tasks
|Other Contributers||Doug Bonn, James Day|
|Study Start Date||Jan. 1, 2010|
|Study End Date||May. 31, 2010|
|Site||UBC (not a LeanLab site)|
|Number of Students||N = ~200|
|Total Participant Hours||~1,000.|
|DataShop||no data yet|
Background & Significance
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?
Connections to Other Studies
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.
Spring 2010: Do an ethnography in in a 1st year physics lab that uses invention tasks as a normal classroom practice.