Acceptability and Feasibility of the Science Practices Innovation Notebook in Science Education Contexts

• In Event: Designing Effective Digital Programs to Help Students Develop and Deploy Self-Regulated Learning Skills

Abstract

Objectives/Purpose. The Science Practices Innovation Notebook (SPIN) is a web-based, electronic performance support system (EPSS) that leverages self-regulated learning (SRL) and computational thinking (CT) prompts and assessments to optimize the data practice skills (e.g., data creating, data analysis) of high school students during science investigations. This paper provides an overview of the key components of SPIN as well as initial evidence supporting its social validity (i.e., stakeholder perceptions regarding the acceptability of procedures and importance of effects; Cleary, 2020; Wolf, 1978).

Perspectives/Theoretical Framework. Grounded in process-oriented SRL and CT frameworks (Cleary et al., 2021; Peters- Burton et al., 2020) and a four-level model of regulatory development (Zimmerman, 2000), SPIN serves an assessment and intervention function for optimizing high school student learning during science investigations. The key features of SPIN system include customizable lesson plans and prompts (e.g., CT tactics, microanalytic questions), and other SRL supportive mechanisms (e.g., communication hub).

Methods and Data Sources. The data presented in this paper was gathered as part of a larger mixed model, multi-year design-based research project. Three phases of qualitative data are presented. In Phase I, 18 teachers (i.e., biology, chemistry, physics or earth science) participated in focus groups to reveal perceptions about translation in-person lesson plans to the SPIN system. A few months later in Phase II (June 2022), three teachers across different science content areas were asked to introduce the SPIN lessons to small groups of students (i.e., total of 45 students). Students and teachers completed closed and open questions on a social validity questionnaire (Cleary, 2020). Phase III will be conducted in the context of a quasi-experimental study in Fall 2022. In this phase, in-depth interviews with the 12 SPIN teachers will be conducted following implementation of each of their SPIN lessons.

Results. Transcripts of the focus groups and open-ended questions were coded with a priori codes (CT, SRL, and data practices), then revised and added codes as they emerged. Thematic analysis (Braun & Clarke, 2006) was used to sort smaller coded segments into themes. An iterative process was followed to ensure a shared consensus about codes and related themes. Initial analyses for Phase I and II data supported the premise that SPIN is an acceptable to key stakeholders. In terms of acceptability, teachers: (a) were highly motivated to use SPIN in their classroom, (b) expressed positive sentiments about several SPIN features (e.g., monitoring capabilities, customizable features), and (c) lauded the clear structure of the system. The importance of effects regarding SPIN was also positive among teachers and students. Both groups believed that SPIN provided a unique context for enhancing student learning and understanding of data practices, although student perceptions did appear to vary based on the particular science content area and lesson (i.e., perceptions were mixed across lessons).

Significance. This paper provides solid support for the social validity of SPIN, a SRL-supporting technological innovation designed for high school science contexts, but does raise questions about the challenges of embedding customizable lessons within a fixed technological structure.

Authors

• Timothy J. Cleary, Rutgers University
  Presenting Author

• Erin E. Peters Burton, George Mason University
  Non-Presenting Author

• Peter Rich, Brigham Young University
  Non-Presenting Author

• Anastasia Kitsantas, George Mason University
  Non-Presenting Author