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Richard E. Michod; Dinah R. Davison; Hailey Sanders; Joshua S. Hoskinson; Kristin M. Gagnier – Grantee Submission, 2022
Nested hierarchical structure is one of life's most familiar properties and a major component of biological diversity and complexity. However, there is little effort to teach the evolution of the hierarchy of life, as there is little effort to teach biological complexity per se. We propose a framework for teaching biological complexity based on…
Descriptors: Research Methodology, Scientific Research, Evolution, Biology
Cromley, J. G.; Ma, S.; Van Boekel, M.; Dane, N. – Grantee Submission, 2020
When reading scientific text, readers must draw inferences when the author does not make relations explicit; readers also need to pick up on causal relations that the author "does" make explicit. We collected think-aloud protocols from 86 undergraduate biology students reading 7 brief, illustrated passages about the immune system. After…
Descriptors: Inferences, Protocol Analysis, Undergraduate Students, Attribution Theory
Wiley, Jennifer; Jaeger, Allison J.; Griffin, Thomas D. – Grantee Submission, 2018
Starting with early research on multiple source comprehension that primarily emerged from work in history, researchers have explored several types of instructional manipulations including altering the features of the inquiry task that is given (such as being asked to write a narrative or an argument); changing features of the task environment…
Descriptors: Information Sources, Task Analysis, History Instruction, Science Instruction
Chounta, Irene-Angelica; Albacete, Patricia; Jordan, Pamela; Katz, Sandra; McLaren, Bruce M. – Grantee Submission, 2017
In this paper, we propose a computational approach to model the Zone of Proximal Development (ZPD) using predicted probabilities of correctness and engaging students in reflective dialogue. To that end, we employ a predictive model that uses a linear function of a variety of parameters, including difficulty and student knowledge and we analyze the…
Descriptors: Learning Theories, Sociocultural Patterns, Intelligent Tutoring Systems, Physics
Chounta, Irene-Angelica; McLaren, Bruce M.; Albacete, Patricia; Jordan, Pamela; Katz, Sandra – Grantee Submission, 2017
In this paper, we propose a computational approach to modeling the Zone of Proximal Development of students who learn using a natural language tutoring system for physics. We employ a student model that predicts students' performance based on their prior knowledge and their activity when using a dialogue tutor to practice with conceptual,…
Descriptors: Learning Theories, Sociocultural Patterns, Intelligent Tutoring Systems, Physics
Katz, Sandra; Albacete, Patricia L. – Grantee Submission, 2013
For some time, it has been clear that students who are tutored generally learn more than students who experience classroom instruction (e.g., Bloom, 1984). Much research has been devoted to identifying features of tutorial dialogue that can explain its effectiveness, so that these features can be simulated in natural-language tutoring systems. One…
Descriptors: Rhetorical Theory, Tutoring, Intelligent Tutoring Systems, Secondary School Science