What inquiry with virtual labs can learn from productive failure. A theory-driven study of students' reflections.

Autor/inn/en	Brand, Charleen; Massey-Allard, Jonathan; Perez, Sarah; Rummel, Nikol; Roll, Ido
Titel	What inquiry with virtual labs can learn from productive failure. A theory-driven study of students' reflections.
Quelle	Aus: Isotani, Seiji (Hrsg.); Millán, Eva (Hrsg.); Ogan, Amy (Hrsg.); Hastings, Peter (Hrsg.); McLaren, Bruce (Hrsg.); Luckin, Rose (Hrsg.): Artificial intelligence in education. 20th International Conference, AIED 2019. Chicago, IL, USA, June 25-29, 2019. Proceedings, Part II. Cham: Springer (2019) S. 30-35 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Lecture notes in computer science. 11626
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-23206-1; 978-3-030-23207-8
DOI	10.1007/978-3-030-23207-8_6
Schlagwörter	Kognitiver Prozess; Problemlösen; Lernprozess; Forschendes Lernen; Computersimulation; Mathematisches Modell; Computerunterstütztes Verfahren; Modellentwicklung; Student
Abstract	During inquiry learning with virtual labs students are invited to construct mathematical models that capture key features of the underlying structures. However, students typically fail to construct complete models. In order to identify ways to support learners without restricting them, [the authors] look at the literature of Productive Failure and Invention activities (often termed PS-I, Problem Solving before Instruction). PS-I activities are designed to facilitate specific cognitive mechanisms that aid learning. This paper seeks to (1) evaluate in what ways PS-I activities compare to inquiry learning, (2) whether students in inquiry learning report similar processes to PS-I, and (3) whether these are associated with better learning. [The authors] begin by synthesizing the two approaches in order to highlight their similarities. Following, [the authors] coded self-reported post-activity reflections by 139 students who worked with two virtual labs. Students reported processes that are typical to PS-I and, out of these, prior knowledge activation was associated with constructing more complete models. Based on this, [the authors] suggest ways to support students in learning from their inquiry. (Orig./DIPF).
Erfasst von	Externer Selbsteintrag
Update	2022/2