Examining the Impact of Investigation Choice on Self-Directed Experimentation and Science Learning

• In Event: AERA Poster Session 7
  In Poster Session: Testing Technology-Based Enhancements and Interventions

Abstract

We explore the effect of providing investigation choice on students’ experimentation and learning using Thermodynamics Challenge, an online science curriculum unit. Sixth-grade student pairs were randomly assigned to either a choice or no-choice condition for researching the insulation effectiveness of various materials. Analysis of students’ individual responses (N = 182) to the curriculum pre/post-test found significant learning gains for both conditions, but no differences between the two groups. However, examination of students’ reasons for their investigation choices revealed that a higher percentage of the choice students selected investigations that indicated either a desire to learn or test prior ideas. We discuss the implications of this work on designing assessments and instructional interventions to promote student choice and more self-directed learning.

Authors

• Jennifer King Chen, University of California - Berkeley

• Dylan Bland, College Park High School

• Marcia Linn, University of California - Berkeley