Dusting off the messy middle: Assessing students’ inquiry skills through doing and writing

Haiying Li, Janice Gobert, Rachel Dicker

Research output: Chapter in Book/Report/Conference proceedingConference contribution

9 Scopus citations

Abstract

Researchers are trying to develop assessments for inquiry practices to elicit students’ deep science learning, but few studies have examined the relationship between students’ doing, i.e. performance assessment, and writing, i.e. open responses, during inquiry. Inquiry practices include generating hypotheses, collecting data, interpreting data, warranting claims, and communicating findings [1]. The first four practices involve “doing” science, whereas the last involves writing scientific explanations, i.e. arguing using evidence. In this study, we explored whether what students wrote in their constructed responses reflected what they did during science inquiry in the Inq-ITS system. Results showed that more than half of the students’ writing did not match what they did in the environment. Findings revealed multiple types of students in the messy middle, which has implications for both teacher instruction and intelligent tutoring systems, such as Inq-ITS, in terms of providing real-time feedback for students to address the full complement of inquiry practices [1].

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
EditorsElisabeth Andre, Xiangen Hu, Ma. Mercedes T. Rodrigo, Benedict du Boulay, Ryan Baker
PublisherSpringer Verlag
Pages175-187
Number of pages13
ISBN (Print)9783319614243
DOIs
StatePublished - 2017
Event18th International Conference on Artificial Intelligence in Education, AIED 2017 - Wuhan, China
Duration: Jun 28 2017Jul 1 2017

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume10331 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference18th International Conference on Artificial Intelligence in Education, AIED 2017
Country/TerritoryChina
CityWuhan
Period6/28/177/1/17

All Science Journal Classification (ASJC) codes

  • Theoretical Computer Science
  • Computer Science(all)

Keywords

  • Constructed response
  • Doing science
  • Explanation skills
  • Inquiry skills
  • Log files

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