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Abstract Title: Supporting invention: interactive simulations, contrasting cases and collaboration
Abstract: Many studies have demonstrated the learning benefits of inductive inquiry learning activities. A common implementation are "invention activities" where students invent a general rule from patterns in data before receiving direct instruction on the target topic.  Understanding how the structure and affordances of these activities affect conceptual learning outcomes and inquiry process skill development remains an active field of research.  Here, we compare the effect of two different affordances for inventing rules: instructor-provided contrasting cases designed to highlight key features of the domain and interactive simulations that students explore to make their own observations. We also discuss the impact of two different collaborative structures for these activities where students teach or share the findings of their inquiry in small groups before receiving direct instruction.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B57

Author/Organizer Information

Primary Contact: Jonathan Massey-Allard
University of British Columbia (Department of Physics and Astronomy)
and Co-Presenter(s)
Ido Roll, University of British Columbia (Centre for Teaching, Learning and Technology)
Joss Ives, University of British Columbia (Department of Physics and Astronomy)