Abstract
In inquiry learning learners design and conduct experiments. Learners experience difficulties with the involved processes and need guidance to design useful experiments. To guide students in this we created a configurable experiment design tool that is usable in multiple domains. The tool was tested with two configurations; one with a CVS structure in which learners had to design at least three experimental trials before conducting their experiment, and one in which this wa s not required. In the current study secondary students designed and conducted experiments in an online lab about buoyancy and Archimedes' principle. Three conditions were compared in terms of students' conceptual knowledge gain. Students worked with one configuration of the tool, or with no tool. Results showed significant differences between conditions for lower prior knowledge students' learning gain about buoyancy
| Original language | English |
|---|---|
| Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
| Subtitle of host publication | Transforming Learning, Empowering Learners: Conference Proceedings |
| Editors | Chee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann |
| Place of Publication | Singapore |
| Publisher | International Society of the Learning Sciences |
| Pages | 823-826 |
| ISBN (Electronic) | 978-099035508-3 |
| ISBN (Print) | 978-099035509-0 |
| Publication status | Published - 20 Jun 2016 |
| Event | 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016 Conference number: 12 |
Conference
| Conference | 12th International Conference of the Learning Sciences, ICLS 2016 |
|---|---|
| Abbreviated title | ICLS |
| Country/Territory | Singapore |
| City | Singapore |
| Period | 20/06/16 → 24/06/16 |
