ABSTRACT
A previously reported study in 24 secondary science classrooms showed the GenScope computer-supported learning environment to be at least as effective as conventional curricula at enhancing genetics reasoning ability. A follow-up study in three more classrooms yielded the dramatic reasoning gains we had been seeking, partly by addressing four unresolved issues from the prior research. First, addressing previous difficulties implementing GenScope in shared computer labs, the follow-up study used laptop computers installed in the biology classroom. Second, addressing problems establishing valid comparison classrooms, we established a more valid comparison classroom that did not encounter “carry over” from the GenScope classrooms. The third issue concerned continuing refinements made to the GenScope curriculum. The final issue concerned one aspect of that curriculum, formative assessments that used the familiar GenScope dragons to scaffold reasoning targeted in our summative assessments. By withholding these activities from one of two GenScope classrooms, the present study confirmed that this enhancement to “systemic” validity (Frederiksen & Collins, 1989) presented a small, acceptable degree of compromise to “evidential” validity. The specific results and the broader collaboration are considered in light of recent federal policy reports regarding educational technology, educational research, and assessment practices.
