The Effects of Different Forms of Adaptive Feedback on Diverse Students' Science Learning

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-2 - Roundtable: Research on Instructional Strategies for Science Learning

Abstract

This study examines the effects of two forms of adaptive feedback in a modeling tool in fostering science learning for students with varied prior knowledge. 96 eighth-grade students were randomly assigned to either a specific-elaborated (SE) or a specific-facilitative (SF) condition. After developing a model of energy and matter flows in life science, the two conditions received different adaptive feedback based on the coherence of their models. The results showed that both forms of feedback were equally beneficial for students with low prior knowledge, but SE feedback was significantly more effective for students with high prior knowledge, compared to SF feedback. This study suggests how to design effective adaptive feedback that can support all students’ understanding of abstract scientific phenomena.

Authors

• Kihyun "Kelly" Ryoo, University of North Carolina - Chapel Hill

• Matthew Hutchinson, University of North Carolina, Chapel Hill

• Maureen Desmond, University of North Carolina - Chapel Hill

• Emily Toutkoushian, University of North Carolina - Chapel Hill