Teaching and Assessing Knowledge Integration in Science
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| Audience/Grade: | Graduate-Continuing Education |
| Discipline(s): |
Engineering Education Research |
| Special Topic(s): |
Appropriate Technology |
| Learning Resource Type: |
Reference - Article/Document |
| Media Type: |
Audio |
| Author(s): |
Marcia C. Linn, et al. |
| Description: | Interactive visualizations combined with online inquiry and embedded assessments can deepen student understanding of complex ideas in science. |
| Rating: |
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| Related Resources | |
| Keywords: | knowledge integration scaffolding technology-enhanced learning |
| Usage Tip | |
| Intervention(s): |
Inquiry/discovery/hands-on Learning communities Use of Online Learning Technologies |
| Use of Resource: |
Concluding discussion: "When students engage in inquiry and learn to integrate their ideas, they are prepared to apply what they learn in science classes to contexts beyond the classroom. For schools to teach inquiry and knowledge integration, both instruction and assessment need to change. Our findings and other similar studies show that typical multiple-choice science assessments are not sensitive to instruction designed to promote coherent (17, 18) or deep understanding of science topics (19). Assessments that require students to link and connect ideas clarify what we mean by inquiry learning and have the potential of stimulating lifelong scientific understanding. TELS students not only gained understanding of the topic they had studied but also learned to construct arguments, critique explanations written by their peers, and respond to feedback from their teachers. Just as students gain some advantage from experience with multiple-choice items (20), so might students benefit from experience constructing scientific explanations as encouraged in TELS modules. TELS technologies enable students to connect scientific visualizations to their understanding of complex scientific ideas. They help guide students to make sense of visualizations rather than viewing them as amusing movies. These connections can benefit students in their future courses, prepare students to deal with scientific dilemmas, and encourage learners to view computer-presented information more critically." |
| Difficulty: |
Easy |
| Interactivity Level: |
Low |
| Version Info | |
| Publication Date: | March 2010 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://www.sciencemag.org/cgi/content/full/313/5790/1049?ck=nck |
| Metadata: |
IEEE LOM Record |
| Collection: |
NEEDS
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