Supporting planning and conducting experiments

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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 languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners: Conference Proceedings
EditorsChee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann
Place of PublicationSingapore
PublisherInternational Society of the Learning Sciences
Pages823-826
ISBN (Electronic)978-099035508-3
ISBN (Print)978-099035509-0
Publication statusPublished - 20 Jun 2016
Event12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016
Conference number: 12

Conference

Conference12th International Conference of the Learning Sciences, ICLS 2016
Abbreviated titleICLS
CountrySingapore
CitySingapore
Period20/06/1624/06/16

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van Riesen, S. A. N., Gijlers, H., Anjewierden, A., & de Jong, T. (2016). Supporting planning and conducting experiments. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings (pp. 823-826). Singapore: International Society of the Learning Sciences.
van Riesen, Siswa A.N. ; Gijlers, Hannie ; Anjewierden, Anjo ; de Jong, Ton. / Supporting planning and conducting experiments. 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. editor / Chee-Kit Looi ; Joseph Polman ; Ulrike Cress ; Peter Reimann. Singapore : International Society of the Learning Sciences, 2016. pp. 823-826
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title = "Supporting planning and conducting experiments",
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",
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van Riesen, SAN, Gijlers, H, Anjewierden, A & de Jong, T 2016, Supporting planning and conducting experiments. in C-K Looi, J Polman, U Cress & P Reimann (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. International Society of the Learning Sciences, Singapore, pp. 823-826, 12th International Conference of the Learning Sciences, ICLS 2016, Singapore, Singapore, 20/06/16.

Supporting planning and conducting experiments. / van Riesen, Siswa A.N.; Gijlers, Hannie; Anjewierden, Anjo; de Jong, Ton.

12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. ed. / Chee-Kit Looi; Joseph Polman; Ulrike Cress; Peter Reimann. Singapore : International Society of the Learning Sciences, 2016. p. 823-826.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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AU - de Jong, Ton

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N2 - 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

AB - 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

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van Riesen SAN, Gijlers H, Anjewierden A, de Jong T. Supporting planning and conducting experiments. In Looi C-K, Polman J, Cress U, Reimann P, editors, 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners: Conference Proceedings. Singapore: International Society of the Learning Sciences. 2016. p. 823-826