TY - GEN
T1 - Designing and Testing Assessments and Scaffolds for Mathematics Practices in Science Inquiry
AU - Olsen, Joe
AU - Gobert, Janice
N1 - Publisher Copyright:
© Springer Nature Switzerland AG 2021.
PY - 2021
Y1 - 2021
N2 - This project seeks to operationalize the mathematics practices that are needed for mathematically-integrated science inquiry, as outlined in the NGSS, and examine the effects of scaffolding these on competencies on the mathematics practices and on content acquisition. Using Evidence-Centered Design, I will design and pilot an assessment that can assess and scaffold competency in mathematics practices integral to virtual scientific inquiry. The assessment and scaffolds will be piloted with students and tested as to their efficacy at improving students’ competencies on the practices of interest.After scaffolding on the practices (versus control), students will investigate two new phenomena. Statistical analyses will test if competencies on the practices are predictive of content acquisition in the new topics. The fine-grained operationalization of the practices into sub-practices and the empirical link of scaffolding these on content acquisition have implications for both research as well as science assessment and instruction.
AB - This project seeks to operationalize the mathematics practices that are needed for mathematically-integrated science inquiry, as outlined in the NGSS, and examine the effects of scaffolding these on competencies on the mathematics practices and on content acquisition. Using Evidence-Centered Design, I will design and pilot an assessment that can assess and scaffold competency in mathematics practices integral to virtual scientific inquiry. The assessment and scaffolds will be piloted with students and tested as to their efficacy at improving students’ competencies on the practices of interest.After scaffolding on the practices (versus control), students will investigate two new phenomena. Statistical analyses will test if competencies on the practices are predictive of content acquisition in the new topics. The fine-grained operationalization of the practices into sub-practices and the empirical link of scaffolding these on content acquisition have implications for both research as well as science assessment and instruction.
KW - Intelligent tutoring systems
KW - Mathematics practices
KW - Science inquiry
UR - http://www.scopus.com/inward/record.url?scp=85126779737&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85126779737&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-78270-2_84
DO - 10.1007/978-3-030-78270-2_84
M3 - Conference contribution
AN - SCOPUS:85126779737
SN - 9783030782696
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 476
EP - 481
BT - Artificial Intelligence in Education - 22nd International Conference, AIED 2021, Proceedings
A2 - Roll, Ido
A2 - McNamara, Danielle
A2 - Sosnovsky, Sergey
A2 - Luckin, Rose
A2 - Dimitrova, Vania
PB - Springer Science and Business Media Deutschland GmbH
T2 - 22nd International Conference on Artificial Intelligence in Education, AIED 2021
Y2 - 14 June 2021 through 18 June 2021
ER -