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1

Digitale Medien

Effect of computer interfaces on chemistry problem solving among various ethnic groups: A comparison of Pen-Point and Powerbook computers (1996)

Kumar, David D. ; Helgeson, Stanley L.

Springer

Journal of science education and technology 5 (1996), S. 121-130

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ISSN: 1573-1839

Schlagwort(e): Assessment ; testing ; ethnicity ; technology ; computer interface ; problem solving ; chemistry ; science ; molarity

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract This study investigated the effect of Pen-Point and Powerbook computers on solving a multiple step chemistry (molaritý) problem among White, Afro-American and Hispanic students (N=60) at the high school level. The screens on both computers were partitioned into a work field and a reasoning field. Both computers were programmed to record the time spent in each field, the number of entries made, and a copy of the entries made. Statistical analysis of data showed that more of the White and Afro-American Pen-Point computer users solved the problem correctly than did students using the Powerbook computer. All three ethnic groups made fewer entries, and took less time using the Pen-Point computer than the Powerbook. Attitude survey results of all ethnic groups showed that more Pen-Point computer users felt comfortable working with computers. Over all, the results suggest that the Pen-Point computer has a more positive effect on the problem solving performance and attitude of students towards computers than the Powerbook computer.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1007/BF01575152

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2

Digitale Medien

Assessment of situated learning using computer environments (1995)

Young, Michael

Springer

Journal of science education and technology 4 (1995), S. 89-96

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ISSN: 1573-1839

Schlagwort(e): Computer-based assessment ; situated learning ; problem solving

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract Based on a theory of situated learning, assessment must emphasize process as much as product. Assessment must move away from a linear additive model, accepting at the outset the complex, nonlinear, and possibly chaotic nature of real learning. Assessment must adapt to and take advantage of students working with technologies that extend their perceptual and problem-solving capacities beyond what they could do alone. To illustrate these points, several assessment examples are given, including a computer-based planning assistant for a videodisc mathematics and science video, suggestions for computer-based portfolio assessment, and speculations about embedded assessment of virtual situations. In all cases, the theory of situated learning emphasized perception over memory and the codetermined nature of learning and thinking.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1007/BF02211586

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3

Digitale Medien

Teaching algorithmic problem solving or conceptual understanding: Role of developmental level, mental capacity, and cognitive style (1993)

Niaz, Mansoor ; Robinson, William R.

Springer

Journal of science education and technology 2 (1993), S. 407-416

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ISSN: 1573-1839

Schlagwort(e): problem solving ; conceptual understanding algorithms ; cognitive variables

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract It has been shown previously that many students solve chemistry problems using only algorithmic strategies and do not understand the chemical concepts on which the problems are based. It is plausible to suggest that if the information is presented in differing formats, the cognitive demand of a problem changes. The main objective of this study is to investigate the degree to which cognitive variables, such as developmental level, mental capacity, and disembedding ability explain student performance on problems which: (1) could be addressed by algorithms or (2) require conceptual understanding. All conceptual problems used in this study were based on a figurative format. The results obtained show that in all four problems requiring algorithmic strategies, developmental level of the students is the best predictor of success. This could be attributed to the fact that these are basically computational problems, requiring mathematical transformations. Although all three problems requiring conceptual understanding had an important aspect in common (the figurative format), in all three the best predictor of success is a different cognitive variable. It was concluded that: (1) the ability to solve computational problems (based on algorithms) is not the major factor in predicting success in solving problems that require conceptual understanding; (2) solving problems based on algorithmic strategies requires formal operational reasoning to a certain degree; and (3) student difficulty in solving problems that require conceptual understanding could be attributed to different cognitive variables.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1007/BF00694529

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4

Digitale Medien

Web-Based Student Assessment for Program Evaluation (2000)

Coleman, Elaine B. ; Penuel, William R.

Springer

Journal of science education and technology 9 (2000), S. 327-342

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ISSN: 1573-1839

Schlagwort(e): program evaluation ; Web-based assessment ; problem solving ; environmental science

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract As part of an overall evaluation of the Global Learning and Observations to Benefit the Environment, (GLOBE) program, we designed a Web-based assessment environment to measure students' environmental awareness and data analysis skill. It was expected that students who were identified as high implementers in the GLOBE program would outperform low implementers in their ability to construct environmental inferences and the degree to which they could analyze environmental data. Seven high and middle school classrooms were identified as either high or low GLOBE implementers depending on the amount of atmospheric data they had collected during the year. Within each classroom students were assigned into smaller learning groups of three students per group. A total of 32 groups participated in this study. Analysis of students' responses to the tasks revealed that the students differed in their performance. Overall, the results showed that students in the high implementing classrooms were more likely to construct higher-level environmental inferences than students in the low implementing classes. Contrary to expectations, middle school students were more likely than high school students to solve the data analysis problem correctly. However, upon further analyses, high school students constructed more data graphs and were more skilled in providing correct evidence to support their decision making than were middle school students in GLOBE. This study confirms the viability of using technology-based assessments for measuring students' environmental awareness and data analysis.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1023/A:1009432509448

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5

Digitale Medien

Teaching the Nature of Inquiry: Further Developments in a High School Genetics Curriculum (2000)

Cartier, Jennifer L. ; Stewart, Jim

Springer

Science & education 9 (2000), S. 247-267

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ISSN: 1573-1901

Schlagwort(e): biology ; epistemology ; inquiry ; genetics ; inquiry ; models ; problem solving ; secondary curriculum

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft

Notizen: Abstract In order for students to truly understand science, we feel that they must be familiar with select subject matter and also understand how that subject matter knowledge was generated and justified through the process of inquiry. Here we describe a high school biology curriculum designed to give students opportunities to learn about genetic inquiry in part by providing them with authentic experiences doing inquiry in the discipline. Since a primary goal of practicing scientists is to construct explanatory models to account for natural phenomena, involving students in the construction of their own explanatory models provides a major emphasis in the classroom. The students work in groups structured like scientific communities to build, revise, and defend explanatory models for inheritance phenomena. The overall instructional goals include helping students understand the iterative nature of scientific inquiry, the tentativeness of specific knowledge claims (and why they should be considered tentative), and the degree to which scientists rely on empirical data as well as broader conceptual and metaphysical commitments to assess models and to direct future inquiries.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1023/A:1008779126718

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6

Digitale Medien

Assessment of expert-novice chemistry problem solving using HyperCard: Early findings (1993)

Kumar, David D.

Springer

Journal of science education and technology 2 (1993), S. 481-485

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ISSN: 1573-1839

Schlagwort(e): Performance assessment ; problem solving ; chemical equations

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) have been reported. The assessment involved the use of a HyperCard instrument (“Hyperequation”) developed on a Macintosh platform to administer a set of five chemistry problems, register student responses, and collect data related to student performance. The chemistry problems have been previously tested and validated in traditional (pen-paper) assessment settings by other researchers. MANOVA results indicate a significant difference between the performance of expert and novice students solving the five stoichiometric chemistry problems using the Hyperequation. The study shows promise in that a HyperCard assessment method could differentiate between the performance of experts and novices in problem solving. The implication is that HyperCard might be a suitable technology for developing performance assessment methods not only in chemistry but also in other science disciplines.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1007/BF00694430

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7

Digitale Medien

A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving (1994)

Dumar, David D. ; White, Arthur L. ; Helgeson, Stanley L.

Springer

Journal of science education and technology 3 (1994), S. 187-200

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ISSN: 1573-1839

Schlagwort(e): Performance assessment ; problem solving ; HyperCard ; pen-paper ; chemical equations ; expert ; novice

Quelle: Springer Online Journal Archives 1860-2000

Thema: Allgemeine Naturwissenschaft , Technik allgemein

Notizen: Abstract This study investigated HyperCard as a tool for assessment in science education and determined whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance (balancing stoichiometric equations) in science education. Five chemical equations were presented by traditional pen-paper and by a HyperCard (Hyperequation) program. Thirty honors (expert) and 30 regular (novice) chemistry students were randomly divided into HyperCard and traditional pen-paper groups of 15 students each. Scoring was based on five dependent variables: performance scores, number of attempts, rate of attempts, time on task, and correctness. Correlation results indicated that students with high performance scores correctly balanced more equations, required fewer attempts to balance equations, and required less time per attempt than did students with low performance scores. MANOVA results showed that performance scores and correctness scores for both experts and novice were significantly higher on HyperCard compared to pen-paper assessment; the novice scores on HyperCard nearly equaled the expert pen-paper assessment scores. Significant interactions were found for time on task and for correctness. The results suggest that HyperCard can be a suitable tool for assessment in science education and that such an instrument can differentiate between expert and novice student performance.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1007/BF01575179

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