Exploring middle school students' science learning and discourse in physical and virtual labs

Dana Gnesdilow, Nafsaniath Fathema, Feng Lin, Seokmin Kang, Catherine Dornfeld, Sadhana Puntambekar

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

Abstract

This study compared middle school students' science learning and discourse patterns in physical and virtual labs. Students in virtual labs had significantly higher learning gains than students in the physical labs on a pre and post-test content knowledge test. To understand the difference in learning gains, we analyzed the discourse of the students and teacher as they worked in groups during the labs. We found three main categories of discourse: conceptual talk, task-based talk, and teacher scaffolding. Our analysis of discourse showed that students in the virtual group engaged in more conceptual talk than the physical group, while the physical group had more task-based talk. We also found the teacher provided more conceptual scaffolding during virtual labs than physical labs.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages950-953
Number of pages4
Volume2
ISBN (Electronic)9780990355083
DOIs
StatePublished - 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/TerritorySingapore
CitySingapore
Period6/20/166/24/16

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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