Promoting Students' Scientific Modeling With Human-Computer Interaction

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Division C Section 1d: Science Poster Session 2

Abstract

Improving students’ higher-order thinking and key competencies with technology-enhanced learning is a hot issue in current education in our high-tech era. This study focused on scientific modeling to propose and test a human-computer interaction pattern to facilitate students’ learning in science. Modeling’s “four-element” process theory was adopted in designing interactive tasks and 419 high school students engaged with these tasks. The results demonstrated that offering immediate feedback was not enough; requiring students to provide answer again after the immediate feedback was important to deepen students’ reflection. The “immediate feedback and re-answer” interaction examined by this study may be a specific interaction pattern that can enhance the usefulness of technology in cultivating equitable and quality science education in the 21st century.

Authors

• Jing Lin, Beijing Normal University

• Letong Zhang, Beijing Normal University

• Ping-Han Cheng

• Chun-Yen Chang