How Can Automated Feedback Engage Middle School Students in Developing and Explaining Models? Public Deposited

Downloadable Content

Download file
Last Modified
  • August 8, 2020
Creator
  • Yinuo Hu
    • Affiliation: School of Education
Abstract
  • Developing and using models can improve middle students’ understanding of complex scientific phenomena. Providing automated feedback during modeling activities has the potential to support students in rich scientific discourse while actively engaging in modeling practices. However, existing studies on automated feedback often focus on how feedback can help students work on multiple-choice responses. To address the gap in the literature, this study used video data from a larger NSF project (#1552114) to explore how automated feedback helped 8th-grade students develop, revise, and explain scientific models of unobservable scientific phenomena.
Date of publication
DOI
Rights statement
  • In Copyright
Language
Parents:

This work has no parents.

In Collection:

Items