Impact of an Embedded Notebook Tool on Students' Design Recommendations and Experimentation for Understanding Thermodynamics

• In Event: Paper Session: Designing and Responding to Messages in Learning Technologies

Abstract

This research investigates the impact of an embedded notebook tool on students’ learning and inquiry with Thermodynamics Challenge, an online curriculum unit that challenges students to utilize their understanding of thermodynamics concepts to test their designs for an effective insulating container (for both hot and cold beverages) using an interactive model. We compared the effect of the notebook tool against discrete, open-response prompts on students’ overall learning, their final design recommendation reports, and their experimentation with the model. While students in both study conditions (“Notebook” and “Discrete”) demonstrated comparable learning gains on the unit pre/post assessment and on their written design reports, we find that the notebook tool supported students in conducting more strategic and informed experimentation with the model.

Authors

• Jennifer King Chen, University of California - Berkeley

• Jonathan Michael Vitale, University of California - Berkeley

• Shelley Grant, Berkeley High School

• Libby F. Gerard, University of California - Berkeley

• Marcia Linn, University of California - Berkeley