Automated Guidance for Thermodynamics Essays: Critiquing versus Revisiting

Autor/inn/en	Donnelly, Dermot F.; Vitale, Jonathan M.; Linn, Marcia C.
Titel	Automated Guidance for Thermodynamics Essays: Critiquing versus Revisiting
Quelle	In: Journal of Science Education and Technology, 24 (2015) 6, S.861-874 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-015-9569-1
Schlagwörter	Middle School Students; Grade 6; Secondary School Science; Thermodynamics; Scientific Concepts; Natural Language Processing; Essays; Content Analysis; Scores; Criticism; Visualization; Guidance; Pretests Posttests; Instructional Effectiveness; Prior Learning; Science Achievement; Regression (Statistics); Revision (Written Composition); Resistance (Psychology); Writing Assignments + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Thermodynamik; Natürliche Sprache; Essay; Aufsatzunterricht; Inhaltsanalyse; Kritik; Visualisation; Visualisierung; Beratung; Unterrichtserfolg; Vorkenntnisse; Regression; Regressionsanalyse; Korrektur; Resistenz
Abstract	Middle school students struggle to explain thermodynamics concepts. In this study, to help students succeed, we use a natural language processing program to analyze their essays explaining the aspects of thermodynamics and provide guidance based on the automated score. The 346 sixth-grade students were assigned to either the critique condition where they criticized an explanation or the revisit condition where they reviewed visualizations. Within each condition, the student was assigned one of two types of tailored guidance based on the sophistication of their original essay. Both forms of guidance led to significant improvement in student understanding on the posttest. Guidance was more effective for students with low prior knowledge than for those with high prior knowledge (consistent with regression toward the mean). However, analysis of student responses to the guidance illustrates the value of aligning guidance with prior knowledge. All students were required to revise their essay as an embedded assessment. While effective, teachers involved in this study reported that revising is resisted by students and does not align with typical, vocabulary-focused classroom writing activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01