We examine the effects of a software-based approach to scaffolding explanation construction on learners' discussion in a design-based learning environment. The approach consists of having learners collaboratively work around a software-based explanation-construction tool in the context of addressing their design needs during design investigations. We conducted a study where three sets of participants completed a one-week hovercraft unit with the same teacher. We have analyzed the data collected from two sets of participants where one set was facilitated by only the teacher in their explanation efforts and the other set was facilitated by both the teacher and our software called SHADE. Results indicate that participants who used the software engaged in higher quality explanatory discourse by the end of the unit. This research supports the usefulness of a contextualized explanation-construction tool in promoting explanatory discourse.
['Swaroop Vattam', 'Christopher W. Kramer', 'Hyungsin Kim', 'Janet L. Kolodner']
Effects of technology-based support for explanation construction on learners' discourse during design-based learning in science