Comparing Design Constraints to Support Learning in Technology-Guided Inquiry Projects

Autor/inn/en	Applebaum, Lauren R.; Vitale, Jonathan M.; Gerard, Elizabeth; Linn, Marcia C.
Titel	Comparing Design Constraints to Support Learning in Technology-Guided Inquiry Projects
Quelle	In: Educational Technology & Society, 20 (2017) 4, S.179-190 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Inquiry; Technology Uses in Education; Student Projects; Online Courses; Power Technology; Blended Learning; Active Learning; Science Education; Design Requirements; Middle School Students; Grade 8; Pretests Posttests; Computer Graphics; Energy Education + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulprojekt; Online course; Online-Kurs; Antriebstechnik; Aktives Lernen; Naturwissenschaftliche Bildung; Design preferences; Gestaltungsmittel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Computergrafik
Abstract	Physical design projects are a way to motivate and engage students in authentic science and engineering practices. Web-based tools can support design projects to ensure that students address and reflect upon critical science concepts during the course of the project. In addition, by specifying challenging design goals that require students to consider potential trade-offs between features, web-based tools may promote more deliberative scientific inquiry than open-ended or feature maximization goals. To study the role of web-supported projects, we developed an online curriculum that guides students through the planning, building, and analysis of self-propelled vehicles. To address content related to energy transformation we incorporated virtual models that display dynamic graphs of energy levels as a virtual scooter travels along a path. We compared two design goals for the project with different constraints. In the "target" version students are prompted to build virtual and physical scooters to reach a specific position. In the "distance" version students are prompted to maximize the distance the scooter travels. Our results indicate that students learned energy concepts from both versions; however, students with the "target" version did refer to the virtual model in their posttest responses to a greater degree than those with the "distance" version. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01