Conference paper
From the AERA Online Paper Repository Paper Title Model-Based Learning With Productive Failure and Analogical Encoding: Unpacking Learning Dynamics With Contrasting Designs
2015 American Educational Research Association (Chicago, Illinois., 16/04/2015 - 20/04/2015)
17/04/2015
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Abstract
Computer modeling, productive failure, and contrasting cases have all been shown to support science learning, however, little is known about why and how students actually
learn when these principles are combined. This paper, building on a larger study, explores some of these mechanisms by comparing the learning processes of two high-performing
all-girls high school groups learning about climate and complex systems under different design conditions. The design conditions differed by the presence or absence of a
contrasting case design. Both groups experienced a productive failure design, with dyads collaboratively working on problem-based activities with agent-based computer models. A detailed process analysis, including temporally-sensitive impact coding at three parallel grain sizes, revealed possible mechanisms explaining the greater productivity of students
in the contrasting case design. This superior performance may have been due to higher student engagement in generating ideas, including making more suggestions, predictions,
experimental questions, experimental designs, and explanations. The emergent pattern of successful idea generation is also discussed.
Details
- Title
- From the AERA Online Paper Repository Paper Title Model-Based Learning With Productive Failure and Analogical Encoding: Unpacking Learning Dynamics With Contrasting Designs
- Creators
- Alisha Portolese (Author) - The University of SydneyLina Markauskaite (Author) - The University of SydneyPolly Lai (Author) - The University of SydneyMichael Jacobson (Author) - The University of Sydney
- Conference
- 2015 American Educational Research Association (Chicago, Illinois., 16/04/2015 - 20/04/2015)
- Identifiers
- 991013119213602368
- Copyright
- Each presenter retains copyright on the full-text paper.
- Academic Unit
- Centre for Teaching and Learning
- Language
- English
- Resource Type
- Conference paper