Using Guidance That Models Revision to Encourage Integrating New Ideas in an Online Science Unit

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

This research investigates benefits of revision guidance that models how to revise along with inquiry-style guidance in science writing activities. Writing activities are still uncommon in science classes, and students that do write often fail to revise their explanations to include new evidence. In this research, we combine an essay annotator activity, which models the revision process, with inquiry guidance in an online science unit. We compared students that completed the annotator activity (annotator) to students that only received two rounds of automated inquiry guidance (two rounds). While condition had no effect for students with high prior knowledge, low prior knowledge students in the annotator condition added more new ideas and had more integrated revisions on embedded assessments.

Authors

• Emily Jean Harrison, University of California - Berkeley

• Libby F. Gerard, University of California - Berkeley