In recent years, there has been increased interest in engagement during learning. This is of part... more In recent years, there has been increased interest in engagement during learning. This is of particular interest in the science, technology, engineering, and mathematics (STEM) domains, in which many students struggle and where the U.S. needs skilled workers. This article lays out some issues important for framing research on this topic, and provides a review of some existing work with similar goals on engagement in science learning. Specifically, here we seek to help better concretize engagement, a fuzzy construct, by operationalizing and detecting (i.e., identifying using a computational method) disengaged behaviors that are antithetical to engagement. We, in turn, describe our real-time detector (i.e., machine learned model) of disengaged behavior and how it was developed. Lastly, we address our on-going research on how our detector of disengaged behavior will be used to intervene in real time in order to better support students’ science inquiry learning in Inq-ITS (Inquiry-Intelligent Tutoring System; Gobert, Sao Pedro, Baker, Toto, & Montalvo, 2012; Gobert, Sao Pedro, Raziuddin, & Baker, 2013).
We present a method for assessing science inquiry performance, specifically for the inquiry skill... more We present a method for assessing science inquiry performance, specifically for the inquiry skill designing and conducting experiments, using educational data mining on students’ log data from online microworlds in the Inq-ITS system (www.inq-its.org). In our approach, we use a two-step process: First, we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand score students’ log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students’ log files for auto-assessment and, in future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in one scientific domain, Phase Change, can be used – with no modification or re-training – to effectively detect science inquiry skill in a second scientific domain, Density.
Espacios en Blanco-Serie Indagaciones-Nº 13-Junio 2003 (89-109) Silvia Gallarreta 108 109 GIORDAN... more Espacios en Blanco-Serie Indagaciones-Nº 13-Junio 2003 (89-109) Silvia Gallarreta 108 109 GIORDAN, A.(1985) La enseñanza de las Ciencias. Siglo XXI, Madrid. GLYNN, S.(1991)“Explaining Science Concepts: a Teachingwith-Analogies Model” In Glynn, S., Yeany, R. y Britton, B. (Eds.) The Psychology of Lerning Science. pp. 219-240. Lawrence Erlbaum Associates, London, England. GOBERT, J.
Abstract This collection of New Measurement Paradigms papers represents a snapshot of the variety... more Abstract This collection of New Measurement Paradigms papers represents a snapshot of the variety of measurement methods in use at the time of writing across several projects funded by the National Science Foundation (US) through its REESE and DR K–12 programs.
Abstract The report" Bringing Research on Learning to the Geosciences"(Manduca, Mogk, & Stillings... more Abstract The report" Bringing Research on Learning to the Geosciences"(Manduca, Mogk, & Stillings, 2002) proposed a new program of research to invigorate and expand geoscience education. The report recommended integrating best practices in learning science with the distinctive challenges posed by using geoscience data sets and visualizations in inquiry activities (eg, working with geologic time-referenced concepts, observing complex natural systems, using integrative and synthetic approaches).
Abstract This session will describe a new NSF-funded project in Geoscience education, Inquiring w... more Abstract This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach.
Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school stude... more Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school students' on their acquisition of the control of variables strategy (CVS) using an interactive virtual ramp environment. We compared the effectiveness of three pedagogical approaches, namely, direct instruction with reification, direct instruction without reification, and discovery learning, all of which were authored using the ASSISTment system.
Data-mined models often achieve good predictive power, but sometimes at the cost of interpretabil... more Data-mined models often achieve good predictive power, but sometimes at the cost of interpretability. We investigate here if selecting features to increase a model's construct validity and interpretability also can improve the model's ability to predict the desired constructs. We do this by taking existing models and reducing the feature set to increase construct validity. We then compare the existing and new models on their predictive capabilities within a held-out test set in two ways.
Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school stude... more Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school students' on their acquisition of the control of variables strategy (CVS) using an interactive virtual ramp environment. We compared the effectiveness of three pedagogical approaches, namely, direct instruction with reification, direct instruction without reification, and discovery learning, all of which were authored using the ASSISTment system.
Abstract We present work toward automatically assessing and estimating science inquiry skills as ... more Abstract We present work toward automatically assessing and estimating science inquiry skills as middle school students engage in inquiry within a physical science microworld. Towards accomplishing this goal, we generated machine-learned models that can detect when students test their articulated hypotheses, design controlled experiments, and engage in planning behaviors using two inquiry support tools.
Abstract: Work in recent years has shown that a student's goals, attitudes, and beliefs towards l... more Abstract: Work in recent years has shown that a student's goals, attitudes, and beliefs towards learning impact their level of engagement during learning, and that engagement during learning plays a key role in learning outcomes. In this paper, we investigate the mechanisms through which a student's goals, attitudes, and beliefs impact the student's engaged and disengaged behaviors. In particular, we study whether affect is a mediating variable between learner attributes and engagement/disengagement during learning.
In the Science Assistment project (http://users. wpi. edu/~ sci_assistments/) we provide students... more In the Science Assistment project (http://users. wpi. edu/~ sci_assistments/) we provide students with rich and dynamic opportunities to engage in inquiry while researchers and teachers use performance data as assessment indices of scientific inquiry skills and domain knowledge. Activities in the Science Assistment Project follow a pedagogical model known as the inquiry cycle, namely, explore, hypothesize, experiment, and analyze. Figure 1 shows this cycle as a graph and the transitions that can be made between states.
PRESENTATION: Janice will speak on the Modeling Across the Curriculum (www. mac. concord. org) an... more PRESENTATION: Janice will speak on the Modeling Across the Curriculum (www. mac. concord. org) and the Making Thinking Visible (http://mtv. concord. org) projects. In the MAC project, we are investigating how technology can be used to promote deep understanding of science content and of the nature of science and the nature of models while fostering inquiry skills and improving attitudes toward science learning in physical science, biology, and chemistry classes.
In recent years, there has been increased interest in engagement during learning. This is of part... more In recent years, there has been increased interest in engagement during learning. This is of particular interest in the science, technology, engineering, and mathematics (STEM) domains, in which many students struggle and where the U.S. needs skilled workers. This article lays out some issues important for framing research on this topic, and provides a review of some existing work with similar goals on engagement in science learning. Specifically, here we seek to help better concretize engagement, a fuzzy construct, by operationalizing and detecting (i.e., identifying using a computational method) disengaged behaviors that are antithetical to engagement. We, in turn, describe our real-time detector (i.e., machine learned model) of disengaged behavior and how it was developed. Lastly, we address our on-going research on how our detector of disengaged behavior will be used to intervene in real time in order to better support students’ science inquiry learning in Inq-ITS (Inquiry-Intelligent Tutoring System; Gobert, Sao Pedro, Baker, Toto, & Montalvo, 2012; Gobert, Sao Pedro, Raziuddin, & Baker, 2013).
We present a method for assessing science inquiry performance, specifically for the inquiry skill... more We present a method for assessing science inquiry performance, specifically for the inquiry skill designing and conducting experiments, using educational data mining on students’ log data from online microworlds in the Inq-ITS system (www.inq-its.org). In our approach, we use a two-step process: First, we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand score students’ log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students’ log files for auto-assessment and, in future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in one scientific domain, Phase Change, can be used – with no modification or re-training – to effectively detect science inquiry skill in a second scientific domain, Density.
Espacios en Blanco-Serie Indagaciones-Nº 13-Junio 2003 (89-109) Silvia Gallarreta 108 109 GIORDAN... more Espacios en Blanco-Serie Indagaciones-Nº 13-Junio 2003 (89-109) Silvia Gallarreta 108 109 GIORDAN, A.(1985) La enseñanza de las Ciencias. Siglo XXI, Madrid. GLYNN, S.(1991)“Explaining Science Concepts: a Teachingwith-Analogies Model” In Glynn, S., Yeany, R. y Britton, B. (Eds.) The Psychology of Lerning Science. pp. 219-240. Lawrence Erlbaum Associates, London, England. GOBERT, J.
Abstract This collection of New Measurement Paradigms papers represents a snapshot of the variety... more Abstract This collection of New Measurement Paradigms papers represents a snapshot of the variety of measurement methods in use at the time of writing across several projects funded by the National Science Foundation (US) through its REESE and DR K–12 programs.
Abstract The report" Bringing Research on Learning to the Geosciences"(Manduca, Mogk, & Stillings... more Abstract The report" Bringing Research on Learning to the Geosciences"(Manduca, Mogk, & Stillings, 2002) proposed a new program of research to invigorate and expand geoscience education. The report recommended integrating best practices in learning science with the distinctive challenges posed by using geoscience data sets and visualizations in inquiry activities (eg, working with geologic time-referenced concepts, observing complex natural systems, using integrative and synthetic approaches).
Abstract This session will describe a new NSF-funded project in Geoscience education, Inquiring w... more Abstract This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach.
Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school stude... more Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school students' on their acquisition of the control of variables strategy (CVS) using an interactive virtual ramp environment. We compared the effectiveness of three pedagogical approaches, namely, direct instruction with reification, direct instruction without reification, and discovery learning, all of which were authored using the ASSISTment system.
Data-mined models often achieve good predictive power, but sometimes at the cost of interpretabil... more Data-mined models often achieve good predictive power, but sometimes at the cost of interpretability. We investigate here if selecting features to increase a model's construct validity and interpretability also can improve the model's ability to predict the desired constructs. We do this by taking existing models and reducing the feature set to increase construct validity. We then compare the existing and new models on their predictive capabilities within a held-out test set in two ways.
Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school stude... more Abstract In this study, an extension of Klahr and Nigam (2004), we tested 177 middle school students' on their acquisition of the control of variables strategy (CVS) using an interactive virtual ramp environment. We compared the effectiveness of three pedagogical approaches, namely, direct instruction with reification, direct instruction without reification, and discovery learning, all of which were authored using the ASSISTment system.
Abstract We present work toward automatically assessing and estimating science inquiry skills as ... more Abstract We present work toward automatically assessing and estimating science inquiry skills as middle school students engage in inquiry within a physical science microworld. Towards accomplishing this goal, we generated machine-learned models that can detect when students test their articulated hypotheses, design controlled experiments, and engage in planning behaviors using two inquiry support tools.
Abstract: Work in recent years has shown that a student's goals, attitudes, and beliefs towards l... more Abstract: Work in recent years has shown that a student's goals, attitudes, and beliefs towards learning impact their level of engagement during learning, and that engagement during learning plays a key role in learning outcomes. In this paper, we investigate the mechanisms through which a student's goals, attitudes, and beliefs impact the student's engaged and disengaged behaviors. In particular, we study whether affect is a mediating variable between learner attributes and engagement/disengagement during learning.
In the Science Assistment project (http://users. wpi. edu/~ sci_assistments/) we provide students... more In the Science Assistment project (http://users. wpi. edu/~ sci_assistments/) we provide students with rich and dynamic opportunities to engage in inquiry while researchers and teachers use performance data as assessment indices of scientific inquiry skills and domain knowledge. Activities in the Science Assistment Project follow a pedagogical model known as the inquiry cycle, namely, explore, hypothesize, experiment, and analyze. Figure 1 shows this cycle as a graph and the transitions that can be made between states.
PRESENTATION: Janice will speak on the Modeling Across the Curriculum (www. mac. concord. org) an... more PRESENTATION: Janice will speak on the Modeling Across the Curriculum (www. mac. concord. org) and the Making Thinking Visible (http://mtv. concord. org) projects. In the MAC project, we are investigating how technology can be used to promote deep understanding of science content and of the nature of science and the nature of models while fostering inquiry skills and improving attitudes toward science learning in physical science, biology, and chemistry classes.
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Papers by Janice Gobert