Explanatory Inferencing in Simulation-Based Discovery Learning: Sequence Analysis Using the Edit Distance Median String

Autor/inn/en	Obaid, Teeba; Nesbit, John C.; Mahmoody Ghaidary, Ahmad; Jain, Misha; Hajian, Shiva
Titel	Explanatory Inferencing in Simulation-Based Discovery Learning: Sequence Analysis Using the Edit Distance Median String
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 51 (2023) 2, S.309-341 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Obaid, Teeba) ORCID (Nesbit, John C.) ORCID (Jain, Misha) ORCID (Hajian, Shiva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-022-09614-4
Schlagwörter	Inferences; Simulation; Discovery Learning; Science Education; Scientific Concepts; Schemata (Cognition); Undergraduate Students; Science Process Skills; Data Collection; Learning Processes; Prompting; Learning Strategies; Sequential Approach + Suchen Sie Ihr Suchwort? Inference; Inferenz; Simulation program; Simulationsprogramm; Entdeckendes Lernen; Naturwissenschaftliche Bildung; Cognition; Schema; Kognition; Data capture; Datensammlung; Learning process; Lernprozess; Benutzerführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schrittfolge
Abstract	Understanding scientific phenomena requires learners to construct mental models of causal systems. Simulation-based discovery learning offers learners the opportunity to construct mental models and test them against the behavior of a simulation. The purpose of this study was to investigate sequential patterns of learner actions and utterances associated with outcomes of simulation-based guided discovery learning. We conducted a "sequence analysis" of data gathered from 11 undergraduate students engaged in discovery learning. Three related methods were used for the sequence analysis: Levenshtein edit distance, k-means clustering of the Levenshtein distance, and the Kohonen generalized median sequence. The median sequences of high-gaining and low-gaining participants showed qualitative differences in how they gathered evidence, stated claims, and drew explanatory inferences. Differences between the sequences of actions and utterances of high-gaining and low-gaining participants suggested ways that students might be guided to enhance discovery learning. By tracking the learning patterns of learners, researchers can determine the conditions under which prompts should be provided and offer recommendations for transforming less effective learning strategies to more effective ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01