Tracing Science Learning: Knowledge Pieces, Automated Feedback, and the Interplay

• In Event: Technological Advances in Learning Sciences Research on Science Learning

Abstract

This study, using the Knowledge in Pieces (KiP) framework, investigates students' science learning processes within a technology-enhanced environment. We observed students' iterative understanding of science concepts despite instructional support, with diverse patterns across different science ideas. The study underscores the importance of considering individual knowledge pieces, such as difficulty levels or context application, in science learning support. Automated feedback, when tailored to students' learning stages and needs, proved beneficial in fostering understanding. Our findings add to the literature by highlighting the nuances in the learning process and the significant role of tailored, timely feedback in supporting science learning.

Authors

• Xuesong Cang, University of Wisconsin - Madison

• Sadhana Puntambekar, University of Wisconsin - Madison