TY - GEN
T1 - What inquiry with virtual labs can learn from productive failure
T2 - 20th International Conference on Artificial Intelligence in Education, AIED 2019
AU - Brand, Charleen
AU - Massey-Allard, Jonathan
AU - Perez, Sarah
AU - Rummel, Nikol
AU - Roll, Ido
N1 - Publisher Copyright: © Springer Nature Switzerland AG 2019.
PY - 2019
Y1 - 2019
N2 - During inquiry learning with virtual labs students are invited to construct mathematical models that capture key features of the underlying structures. However, students typically fail to construct complete models. In order to identify ways to support learners without restricting them, we look at the literature of Productive Failure and Invention activities (often termed PS-I, Problem Solving before Instruction). PS-I activities are designed to facilitate specific cognitive mechanisms that aid learning. This paper seeks to (1) evaluate in what ways PS-I activities compare to inquiry learning, (2) whether students in inquiry learning report similar processes to PS-I, and (3) whether these are associated with better learning. We begin by synthesizing the two approaches in order to highlight their similarities. Following, we coded self-reported post-activity reflections by 139 students who worked with two virtual labs. Students reported processes that are typical to PS-I and, out of these, prior knowledge activation was associated with constructing more complete models. Based on this, we suggest ways to support students in learning from their inquiry.
AB - During inquiry learning with virtual labs students are invited to construct mathematical models that capture key features of the underlying structures. However, students typically fail to construct complete models. In order to identify ways to support learners without restricting them, we look at the literature of Productive Failure and Invention activities (often termed PS-I, Problem Solving before Instruction). PS-I activities are designed to facilitate specific cognitive mechanisms that aid learning. This paper seeks to (1) evaluate in what ways PS-I activities compare to inquiry learning, (2) whether students in inquiry learning report similar processes to PS-I, and (3) whether these are associated with better learning. We begin by synthesizing the two approaches in order to highlight their similarities. Following, we coded self-reported post-activity reflections by 139 students who worked with two virtual labs. Students reported processes that are typical to PS-I and, out of these, prior knowledge activation was associated with constructing more complete models. Based on this, we suggest ways to support students in learning from their inquiry.
KW - Exploratory learning environments
KW - Inquiry learning
KW - Invention activities
KW - Productive failure
KW - Virtual labs
UR - http://www.scopus.com/inward/record.url?scp=85068308840&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-23207-8_6
DO - 10.1007/978-3-030-23207-8_6
M3 - منشور من مؤتمر
SN - 9783030232061
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 30
EP - 35
BT - Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings
A2 - Isotani, Seiji
A2 - Millán, Eva
A2 - Ogan, Amy
A2 - McLaren, Bruce
A2 - Hastings, Peter
A2 - Luckin, Rose
Y2 - 25 June 2019 through 29 June 2019
ER -