Scientific arguments as learning artifacts: designing for learning from the web with KIE

TLDR

Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. The study designed KIE debate projects to leverage internet resources for student understanding of science and reports on design studies testing and elaborating the instructional framework. The authors designed KIE debate projects and conducted design studies that assessed students’ argument construction about light propagation, examined evidence use, idea addition, and measured progress in understanding. Students’ views of the nature of science moderately align with the quality of their arguments.

Abstract

Abstract We designed Knowledge Integration Environment (KIE) debate projects to take advantage of internet resources and promote student understanding of science. Design decisions were guided by the Scaffolded Knowledge Integration instructional framework. We report on design studies that test and elaborate on our instructional framework. Our learning studies assess the arguments students construct using the Knowledge Integration Environment debate project about light propagation and, explore the relationship between students' views of the nature of science and argument construction. We examine how students use evidence, determine when they add further ideas and claims and measure progress in understanding light propagation. To a modeate degree, students' views of the nature of science align with the quality of the arguments.