Iterative Design of a Computer Model to Support Student Learning in Plate Tectonics (Poster 26)

• In Event: AERA Poster Session Seven
  In Poster Session: Learning in Digital Environments

Abstract

We report on the iterative design of an interactive computer model that supports students to distinguish between the geologic mechanisms that drive plate interactions. We used teacher interviews, logged student work, and classroom observations to evaluate our design. We identified three ways in which students used the model and how the basic design of the model supported students to distinguish between plate boundaries. Our iterative process highlighted the need for scaffolds to support students’ exploration of the model and revision of their ideas, prompting design changes to our second iteration that was more supportive of student learning. Our data final data revealed that the model supported students to integrate their ideas or maintain ideas they already have.

Authors

• Kelly R. Billings, University of California - Berkeley
  Presenting Author

• David Chu, University of California - Berkeley
  Presenting Author

• Marcia Linn, University of California - Berkeley
  Non-Presenting Author