Elementary students' explanation of variation of traits and teacher's feedback using an online embedded assessment tool
International journal of science education(2021)
摘要
Although extensive research has shown the important educational value of technology-enhanced online units on students' science learning, few studies have looked at upper elementary students' knowledge integration in a web-based inquiry science environment (WISE). This case study investigates how upper-elementary students responded to an online prompt, in an embedded assessment tool, to construct a scientific explanation around the variation of traits in their class and how a teacher provided feedback to encourage student discourse. Our findings show that students were able to identify which traits were more common in their class; however, they struggled with making a connection between variation of traits and inheritance of traits when analyzing data from their pie chart. Additionally, we show that an upper-elementary teacher used an embedded assessment tool to scaffold the iterative process of learning and feedback that occurs in an online platform that leverages learning technologies by engaging in high-level discourse moves. We suggest that teachers' use of embedded assessments in a technology-enhanced environment can encourage student self-reflection and support teachers in making evidence-based instructional decisions as well as provide immediate feedback along the way, which is a key support when students are not participating in traditional face-to-face classroom environments.
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关键词
Assessment,learning technologies,elementary,primary school
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