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Crippen, K., & Spillman, C. (2020). SEP2 - science and engineering practice experience protocol. Open Science Framework. https://doi.org/10.17605/osf.io/fa7v6

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Open Ed

Powerful learning environments tend to be defined in terms of the outcomes they seekā€”the development of complex higher order skills, deep conceptual understanding, and metacognitive capabilities, such as self-regulated learning. Consequently, research in powerful learning environments tends to be interdisciplinary, drawing from a variety of fields, including psychology, instructional design, and instructional technology.

-DeCorte, E., Vershaffel, L., Entwistle, N., & VanMerrienboer, J. J. G. (Eds.). (2003). Powerful Learning Environments: Unravelling basic components and dimensions: Pergamon: Elsevier.

Rationale

Theory suggests that studying worked examples and engaging in self-explanation will improve learning and problem solving. Further, a growing body of evidence supports the use of Web-based assessments for improving performance in traditional large enrollment courses. Our research focuses on the impact of combing these techniques. Initial results suggest that introductory college chemistry students: a) use both worked examples and strategy suggestions embedded within Web-based quiz items, b) students perceive this intervention to be effective, and c) use of the enhancements are significantly correlated to performance. Our current studies seek to better understand the impact of the worked examples/self-explanation intervention on problem solving, student self-efficacy, and goal orientation

Faculty Graduate Students
Kent J. Crippen
Department of Curriculum and Instruction
University of Nevada Las Vegas
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Kevin D. Biesinger
Department of Educational Psychology
Learning and Technology PhD Program
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MaryKay Orgill
Department of Chemistry
University of Nevada Las Vegas
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Kevin Kirk
Department of Educational Psychology
Learning and Technology PhD Program

Krista Muis
Department of Educational and Counselling Psychology
McGill University
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