发展报告攥写小组

Virtual labs are exploratory learning environments in which students learn by conducting inquiry to uncover the underlying scientific model. Although students often fail to learn efficiently in these environ- ments, providing effective support is challenging since it is unclear what productive engagement looks like. This paper focuses on the mining and identification of student inquiry strategies during an unstructured activ- ity with the DC Circuit Construction Kit (https://phet.colorado.edu/). We use an information theoretic sequence mining method to identify pro- ductive and unproductive strategies of a hundred students. Low domain knowledge students who successfully learned during the activity paused more after testing their circuits, particularly on simply structured cir- cuits that target the activity’s learning goals, and mainly earlier in the activity. Moreover, our results show that a strategic use of pauses so that they become opportunities for reflection and planning is highly associated with productive learning. Implication to theory, support, and assessment are discussed.