Technologies for learning: The right time at the right place

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87320/2/360_1.pd

How the Nintendo generation learns

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87319/2/361_1.pd

Developing And Evaluating A Machine‐Scorable, Constrained Constructed‐Response Item

The use of constructed response items in large scale standardized testing has been hampered by the costs and difficulties associated with obtaining reliable scores. The advent of expert systems may signal the eventual removal of this impediment. This study investigated the accuracy with which expert systems could score a new, non‐multiple choice item type. The item type presents a faulty solution to a computer programming problem and asks the student to correct the solution. This item type was administered to a sample of high school seniors enrolled in an Advanced Placement course in Computer Science who also took the Advanced Placement Computer Science (APCS) Test. Results indicated that the expert systems were able to produce scores for between 82% and 97% of the solutions encountered and to display high agreement with a human reader on which solutions were and were not correct. Diagnoses of the specific errors produced by students were less accurate. Correlations with scores on the objective and free‐response sections of the APCS examination were moderate. Implications for additional research and for testing practice are offered.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108589/1/ets200144.pd

Editorial—A Survey of Research Questions for Intelligent Information Systems in Education

Education is an application domain in which many research questions from Intelligent Information Systems may prove their worth. We discuss three themes in this editorial: distributed education and learner modeling, semantic analysis of text, and intelligent information management.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/46463/1/10844_2004_Article_386186.pd

Artificial intelligence and learning environments: Preface

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/28724/1/0000545.pd

The Relationship of Expert-System Scored Constrained Free-Response Items to Multiple-Choice and Open-Ended Items

This study examined the relationship of an expert- system scored constrained free-response item (requir ing the student to debug a faulty computer program) to two other item types: (1) multiple-choice and (2) free- response (requiring production of a program). Confir matory factor analysis was used to test the fit of a three-factor model to these data and to compare the fit of the model to three alternatives. These models were fit using two random-half samples, one given a faulty program containing one bug and the other a program with three bugs. A single-factor model best fit the data for the sample taking the one-bug constrained free re sponse and a two-factor model fit the data somewhat better for the second sample. In addition, the factor intercorrelations showed this item type to be highly re lated to both the free-response and multiple-choice measures.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68260/2/10.1177_014662169001400204.pd

Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems

In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the “Cognitive Strategies for Modeling” (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45184/1/10956_2004_Article_412477.pd

Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform

Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project-based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high-stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 922–939, 2008Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/61206/1/20248_ftp.pd

An Investigation of Software Scaffolds Supporting Modeling Practices

Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners' use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of scaffolded tools.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43636/1/11165_2004_Article_5112115.pd