Simulations for Supporting and Assessing Science Literacy

• In Event: Technology Tools for Real-World Skill Assessments in Schools

Abstract

This presentation will describe projects using digital tools to deepen the next generation of science learning. The presentation will describe projects using design principles from learning sciences, model-based reasoning, multimedia research, and evidence-centered design (ECD. We will summarize the projects’ implementations in schools and studies of technical quality and impacts on learning.
In K–12 schooling, frameworks and standards recommend integrated knowledge structures (schema), strategic use of knowledge, and transfer of knowledge to solve novel problems. Models of science systems can help to build schema of dynamic system phenomena. Such model-based reasoning is a foundational science practice. Digital media can also allow learners to explore, manipulate, and display the results of science investigations.
The science projects used evidence-centered design to align the content and practices addressed to scoring and reporting methods, and then to principled design of tasks that elicit evidence of understanding and use of the targeted science knowledge and skills.
The SimScientists program (simscientists.org) developed suites of simulation-based assessments to promote and assess model-based learning in existing middle school science curricula. The simulation environments modeled a grade-appropriate science system for problem-driven inquiry activities..
ChemVLab (chemvlab.org), simulates a chemistry stockroom and workbench for carrying out a wide array of investigations. It uses an existing Java user interface.
A large-scale implementation study was conducted for the SimScientists projects (Authors, 2012). Participants were 5,000 students, 55 teachers in 39 different schools, from 28 school districts in 3 states.
In one of several ChemVLab studies, 13 teachers and 1334 secondary students used four activities. Data included pre- and post-tests, teacher surveys, classroom observations, and demographic information (Author, 2012).
Evaluations of the technical quality of the WestEd STEM projects combine qualitative and quantitative methods. External experts reviewed alignments and grade-level appropriateness of task features. Think alouds and classroom trials provided data on reliability and validity of the benchmark assessments and post-tests (Authors, 2012). SimScientists impacts on learning were examined in a cluster-randomized controlled study conducted in the classrooms of 26 teachers, with 2,318 students (Authors, 2012). One group used all curriculum embedded activities, the control group only competed the benchmark assessment. Significant effects were determined using a two-level HLM with terms for the nesting of students within classes and classes within teachers.
For the ChemV project, analyses of student engagement and learning included classroom observations, pre- and posttests, logs of students’ interactions, and teacher interviews (Authors, 2012). Students’ scores improved from the pre- to the post-test Data mining of interaction log files revealed changes in student behavior over the course of each activity.
Technologies are revolutionizing the ways that learning can be both promoted and assessed. Interactive technologies provide teachers with powerful tools to structure and support learning, collaboration, progress monitoring, and formative and summative assessment. These digital tools enable new representations of topics that are difficult to teach and new approaches to individualized learning, that supports a wider range of learners’ needs. The presentation will describe additional extensions of the technologies.

Author

• Edys S. Quellmalz, WestEd