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31.087 - Science Learning, Complexity, and Problem Solving in and With Technological Environments
Fri, April 17, 12:25 to 1:55pm, Marriott, Floor: Fourth Level, SheffieldSession Type: Paper Session
Abstract
This TICL session focuses on the ways in which technological learning environments such as games, tutors (as well as non-technological environments supported by computer-based tools) can support teaching and learning of science, complexity, and problem solving across age levels.
Sub Unit
Chair
Papers
Differential Effects of Science Learning With Computer-Based Concept Maps, Refutational Text, and Expository Text - Olusola Olalekan Adesope, Washington State University; Andy R. Cavagnetto, Washington State University; Nathaniel Hunsu, Washington State University; Carlos Joe Anguiano, Washington State University; Joshua Lloyd, Washington State University - Pullman
Middle School Students' Science Interest and Epistemic Beliefs in a Technology-Enhanced Problem-Based Scientific Inquiry Unit - Jiangyue Gu, Utah State University; Brian R. Belland, Utah State University; D. Mark Weiss, Utah State University; Nam Ju Kim, University of Miami
Modeling the Processes of Diagramming Arguments That Support and Inhibit Students' Understanding of Complex Arguments - Allan C. Jeong, Florida State University; Hae Young Kim, Tallahassee Community College
The Effect of Cognitive Embodiment on Children's Problem Solving in Robotics Education - Ahram Choi, Teachers College, Columbia University; Jenna Marks, Teachers College, Columbia University; Alison Lee, Teachers College, Columbia University; Junghyun Ahn, Teachers College, Columbia University; John B. Black, Teachers College, Columbia University
Visual Signaling in a High-Search Virtual World–Based Assessment: A Situated Assessment Using Virtual Environments (SAVE) Science Study - Brian C. Nelson, Arizona State University; Younsu Kim, Arizona State University