Evaluating Middle School Students' Integration of Variable Data in Scientific Explanations

• In Event: 66.018 - Everyday Science

Abstract

Students may struggle to integrate appropriate scientific evidence and reasoning into explanations of natural phenomena. This study examines an augmented reality (AR) enabled field trip experience with environmental probeware designed to support student collection and use of data as evidence in scientific explanations, and support deeper scientific reasoning by helping students to observe mechanisms associated with variation in the data. The intervention was conducted with four classes of seventh graders and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions. We observed gains in students’ understanding of variability and quality of use of evidence in explanations. Overall, qualitative and quantitative results suggest this approach is effective in improving student generated explanations.

Authors

• Joseph M. Reilly, Harvard University

• Amy M. Kamarainen, Harvard Graduate School of Education

• Shari J. Metcalf, Harvard University

• Tina A. Grotzer, Harvard University

• Michael Shane Tutwiler, University of Rhode Island

• Christopher J. Dede, Harvard University