Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations
Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of k...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Kaldaras, Leonora [verfasserIn] Wang, Karen D. [verfasserIn] Nardo, Jocelyn E. [verfasserIn] Price, Argenta [verfasserIn] Perkins, Katherine [verfasserIn] Wieman, Carl [verfasserIn] Salehi, Shima [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2024 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s) 2024 |
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| Übergeordnetes Werk: |
Enthalten in: International journal of STEM education - Springer International Publishing, 2014, 11(2024), 1 vom: 11. Juli |
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| Übergeordnetes Werk: |
volume:11 ; year:2024 ; number:1 ; day:11 ; month:07 |
| Links: |
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| DOI / URN: |
10.1186/s40594-024-00490-7 |
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SPR05656175X |
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| 520 | |a Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. | ||
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10.1186/s40594-024-00490-7 doi (DE-627)SPR05656175X (SPR)s40594-024-00490-7-e DE-627 ger DE-627 rakwb eng 620 VZ Kaldaras, Leonora verfasserin (orcid)0000-0002-1295-216X aut Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. Computer simulations (dpeaa)DE-He213 Technology-enhanced scaffolding (dpeaa)DE-He213 Technology-enhanced feedback (dpeaa)DE-He213 Cognitive development (dpeaa)DE-He213 Authentic problem-solving (dpeaa)DE-He213 Sensemaking (dpeaa)DE-He213 Wang, Karen D. verfasserin aut Nardo, Jocelyn E. verfasserin aut Price, Argenta verfasserin aut Perkins, Katherine verfasserin aut Wieman, Carl verfasserin aut Salehi, Shima verfasserin aut Enthalten in International journal of STEM education Springer International Publishing, 2014 11(2024), 1 vom: 11. Juli (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:11 year:2024 number:1 day:11 month:07 https://dx.doi.org/10.1186/s40594-024-00490-7 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2024 1 11 07 |
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10.1186/s40594-024-00490-7 doi (DE-627)SPR05656175X (SPR)s40594-024-00490-7-e DE-627 ger DE-627 rakwb eng 620 VZ Kaldaras, Leonora verfasserin (orcid)0000-0002-1295-216X aut Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. Computer simulations (dpeaa)DE-He213 Technology-enhanced scaffolding (dpeaa)DE-He213 Technology-enhanced feedback (dpeaa)DE-He213 Cognitive development (dpeaa)DE-He213 Authentic problem-solving (dpeaa)DE-He213 Sensemaking (dpeaa)DE-He213 Wang, Karen D. verfasserin aut Nardo, Jocelyn E. verfasserin aut Price, Argenta verfasserin aut Perkins, Katherine verfasserin aut Wieman, Carl verfasserin aut Salehi, Shima verfasserin aut Enthalten in International journal of STEM education Springer International Publishing, 2014 11(2024), 1 vom: 11. Juli (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:11 year:2024 number:1 day:11 month:07 https://dx.doi.org/10.1186/s40594-024-00490-7 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2024 1 11 07 |
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10.1186/s40594-024-00490-7 doi (DE-627)SPR05656175X (SPR)s40594-024-00490-7-e DE-627 ger DE-627 rakwb eng 620 VZ Kaldaras, Leonora verfasserin (orcid)0000-0002-1295-216X aut Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. Computer simulations (dpeaa)DE-He213 Technology-enhanced scaffolding (dpeaa)DE-He213 Technology-enhanced feedback (dpeaa)DE-He213 Cognitive development (dpeaa)DE-He213 Authentic problem-solving (dpeaa)DE-He213 Sensemaking (dpeaa)DE-He213 Wang, Karen D. verfasserin aut Nardo, Jocelyn E. verfasserin aut Price, Argenta verfasserin aut Perkins, Katherine verfasserin aut Wieman, Carl verfasserin aut Salehi, Shima verfasserin aut Enthalten in International journal of STEM education Springer International Publishing, 2014 11(2024), 1 vom: 11. Juli (DE-627)797381473 (DE-600)2785456-5 2196-7822 nnns volume:11 year:2024 number:1 day:11 month:07 https://dx.doi.org/10.1186/s40594-024-00490-7 X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2024 1 11 07 |
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Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations |
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Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. © The Author(s) 2024 |
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Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. © The Author(s) 2024 |
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Abstract Constructivist learning theories consider deep understanding of the content to be the result of engagement in relevant learning activities with appropriate scaffolding that provides the learner with timely and substantive feedback. However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. We conclude with suggestions of promising research avenues on simulation design and their use in the classroom to help students achieve deep science understanding. © The Author(s) 2024 |
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However, any group of students has a variety of levels of knowledge and cognitive development, which makes providing appropriate individual-level scaffolding and feedback challenging in the classroom. Computer simulations can help meet this challenge by providing technology-enhanced embedded scaffolding and feedback via specific simulation design. The use of computer simulations does not, however, guarantee development of deep science understanding. Careful research-driven design of the simulation and the accompanying teaching structure both play critical roles in achieving the desired learning outcomes. In this paper, we discuss the capabilities of computer simulations and the issues that can impact the learning outcomes when combining technology-enhanced scaffolding and feedback with external teaching structures. 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