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Vanessa L. Peters Nancy Butler Songer 《Journal of Science Education and Technology》2013,22(5):681-696
This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning. 相似文献
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Abstract Today, faculty are being challenged to rethink their course and programme offerings, and to bring them in line with the diverse needs of a new student population. In doing so, they are continually asked to confront their ‘traditional senses’ about teaching. This paper reports the struggles of faculty to build new notions about teachings, and learning styles and strategies as they recreated the real estate programme at Arizona State University. It then draws from their experience, certain lessons about programme change. 相似文献
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Gene Butler 《Journal of Science Teacher Education》1991,2(4):106-110
The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher
order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating
thinking when he states:
The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization
of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate
fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101). 相似文献
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