Automated Assessment of Student Hand Drawings in Free-Response Items on the Particulate Nature of Matter

Lee, Jae Yong; GyeongGeon, Lee; Hong, Hun-Gi

doi:10.1007/s10956-023-10042-3

Cited by 6 publications

(1 citation statement)

References 46 publications

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“…Virtual environments, digital tools, and computer-based teaching approaches can be adopted to improve the students’ knowledge in Science, Technology, Engineering, and Mathematics (STEM). , For instance, several apps, software, and websites have been developed to teach chemistry, showing how these technologies can help to teach and learn several chemical topics and increase students’ engagement. , Computer simulations and digital tools about the submicroscopic structure of matter have been developed, and the students’ understanding of the particulate model through the use of these digital tools has been investigated. − A recent study demonstrated that the use of 3D animations and dynamic visual aids associated with the particle model of matter had a positive impact on both students and teachers …”

Section: Introductionmentioning

confidence: 99%

A Free Interactive Digital Tool to Introduce Particle Model of Matter and Thermal Particle Motion at Middle School Level

Belli,

Lischi,

Pardini

et al. 2024

J. Chem. Educ.

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This technology report presents the main features of a free digital educational tool which aims to introduce middle school level students to the comprehension of the particulate nature of matter in the three states (i.e., solid, liquid, and gas) and during phase transitions. This digital tool is available and is freely accessible online. Its utility was tested during a pilot study involving several classes of two middle schools with 103 students of sixth and seventh grades. Didactic activities were designed to introduce the particle model of matter and to reach several educational objectives, such as the understanding of the thermal motion of particles and the role of temperature, the changes occurring at phase transitions, and the state diagrams. An activity was also tested with seventh grade students where the solidification and melting of tert-butyl alcohol were first investigated during a cooperative inquiry-based laboratory and then elaborated on and consolidated by using this digital tool. This activity demonstrates how introducing digital tools into the learning process can help students better understand and visualize abstract concepts such as state diagrams. The level of students' engagement and the appreciation of schools' teachers confirmed the usefulness of this digital tool to teach and learn a key concept of chemistry as the particulate nature of matter.

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Section: Introductionmentioning

confidence: 99%

A Free Interactive Digital Tool to Introduce Particle Model of Matter and Thermal Particle Motion at Middle School Level

Belli,

Lischi,

Pardini

et al. 2024

J. Chem. Educ.

View full text Add to dashboard Cite

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Beyond Language Barriers: Allowing Multiple Languages in Postsecondary Chemistry Classes Through Multilingual Machine Learning

Martin,

Graulich

2024

J Sci Educ Technol

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Students who learn the language of instruction as an additional language represent a heterogeneous group with varying linguistic and cultural backgrounds, contributing to classroom diversity. Because of the manifold challenges these students encounter while learning the language of instruction, additional barriers arise for them when engaging in chemistry classes. Adapting teaching practices to the language skills of these students, for instance, in formative assessments, is essential to promote equity and inclusivity in chemistry learning. For this reason, novel educational practices are needed to meet each student’s unique set of language capabilities, irrespective of course size. In this study, we propose and validate several approaches to allow undergraduate chemistry students who are not yet fluent in the language of instruction to complete a formative assessment in their preferred language. A technically easy-to-implement option for instructors is to use translation tools to translate students’ reasoning in any language into the instructor’s language. Besides, instructors could also establish multilingual machine learning models capable of automatically analyzing students’ reasoning regardless of the applied language. Herein, we evaluated both opportunities by comparing the reliability of three translation tools and determining the degree to which multilingual machine learning models can simultaneously assess written arguments in different languages. The findings illustrate opportunities to apply machine learning for analyzing students’ reasoning in multiple languages, demonstrating the potential of such techniques in ensuring equal access for learners of the language of instruction.

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Collaborative Learning with Artificial Intelligence Speakers

Lee,

Mun,

Shin

et al. 2024

Sci & Educ

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Automated Assessment of Student Hand Drawings in Free-Response Items on the Particulate Nature of Matter

Cited by 6 publications

References 46 publications

A Free Interactive Digital Tool to Introduce Particle Model of Matter and Thermal Particle Motion at Middle School Level

A Free Interactive Digital Tool to Introduce Particle Model of Matter and Thermal Particle Motion at Middle School Level

Beyond Language Barriers: Allowing Multiple Languages in Postsecondary Chemistry Classes Through Multilingual Machine Learning

Collaborative Learning with Artificial Intelligence Speakers

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