Understanding Collaborative Question Posing During Computational Modeling in Science

Curricular standards in STEM [9] and computer science have emphasized the role of asking questions to support inquiry learning in K-12 education. In this paper, we examine the role of questioning during collaborative computational modeling of scientific processes through discourse analysis to unders...

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Autores principales: Snyder, Caitlin, Hutchins, Nicole M., Biswas, Gautam, Emara, Mona, Yett, Bernard, Mishra, Shitanshu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2020
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334693/
http://dx.doi.org/10.1007/978-3-030-52240-7_54
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author Snyder, Caitlin
Hutchins, Nicole M.
Biswas, Gautam
Emara, Mona
Yett, Bernard
Mishra, Shitanshu
author_facet Snyder, Caitlin
Hutchins, Nicole M.
Biswas, Gautam
Emara, Mona
Yett, Bernard
Mishra, Shitanshu
author_sort Snyder, Caitlin
collection PubMed
description Curricular standards in STEM [9] and computer science have emphasized the role of asking questions to support inquiry learning in K-12 education. In this paper, we examine the role of questioning during collaborative computational modeling of scientific processes through discourse analysis to understand how students grapple with the synergistic application of STEM and CT to build, test, and evaluate their models. To our knowledge, limited research has targeted a systematic understanding of question posing during computational modeling in science. We aim to develop a better understanding of question posing in support of inquiry and problem-solving during model building.
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spelling pubmed-73346932020-07-06 Understanding Collaborative Question Posing During Computational Modeling in Science Snyder, Caitlin Hutchins, Nicole M. Biswas, Gautam Emara, Mona Yett, Bernard Mishra, Shitanshu Artificial Intelligence in Education Article Curricular standards in STEM [9] and computer science have emphasized the role of asking questions to support inquiry learning in K-12 education. In this paper, we examine the role of questioning during collaborative computational modeling of scientific processes through discourse analysis to understand how students grapple with the synergistic application of STEM and CT to build, test, and evaluate their models. To our knowledge, limited research has targeted a systematic understanding of question posing during computational modeling in science. We aim to develop a better understanding of question posing in support of inquiry and problem-solving during model building. 2020-06-10 /pmc/articles/PMC7334693/ http://dx.doi.org/10.1007/978-3-030-52240-7_54 Text en © Springer Nature Switzerland AG 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Snyder, Caitlin
Hutchins, Nicole M.
Biswas, Gautam
Emara, Mona
Yett, Bernard
Mishra, Shitanshu
Understanding Collaborative Question Posing During Computational Modeling in Science
title Understanding Collaborative Question Posing During Computational Modeling in Science
title_full Understanding Collaborative Question Posing During Computational Modeling in Science
title_fullStr Understanding Collaborative Question Posing During Computational Modeling in Science
title_full_unstemmed Understanding Collaborative Question Posing During Computational Modeling in Science
title_short Understanding Collaborative Question Posing During Computational Modeling in Science
title_sort understanding collaborative question posing during computational modeling in science
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7334693/
http://dx.doi.org/10.1007/978-3-030-52240-7_54
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