Designing learning experiences that support the development of coherent understanding of complex scientific phenomena is challenging. We sought to identify analytics that can also guide such designs to support retention of coherent understanding. Based on prior research that distributing study of material over time supports retention, we explored…

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

In Taiwan elementary schools, Scratch programming has been taught for more than four years. Previous studies have shown that personal annotations is a useful learning method that improve learning performance. An annotation-based Scratch programming (ASP) system provides for the creation, share, and review of annotations and homework solutions in…

This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent…