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Title: Understanding Science Learning Through Writings on Engineering Design
Engineering design is often used to teach science, but not-yet leads to solid learning gains. We examined the relationship between science learning and engineering design using text mining. Association rule mining was applied to texts written during design to extract the relationships between solar-energy concepts and solar design performance. Findings suggest that students test concept-related factors’ effects on design outcomes to learn concepts and eliminate misconceptions. These findings have implications for future instructional design.
Authors:
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Award ID(s):
1721054
Publication Date:
NSF-PAR ID:
10193607
Journal Name:
14th International Conference of the Learning Sciences (ICLS) 2020
Volume:
3
Page Range or eLocation-ID:
1771-1772
Sponsoring Org:
National Science Foundation
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