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Examining the Levels of Reasoning Used by Urban Elementary Black Girls Engaging in Technology-Enhanced Inquiry
Abstract
Technological tools such as interfaces, sensors and probeware are increasingly prevalent in science classrooms. With increased prevalence comes a need to improve the research base on how to use technology in ways that maximize student learning. These resources potentially support inquiry-based learning approaches through the collection and transformation of data. Furthermore, by making data trends evident, these technologies have the potential to support construction of scientific explanations and complex reasoning. The purpose of this study was to analyze the levels of reasoning displayed by African American girls engaged in technology-enhanced inquiry so as to better understand the extent to which technology can support scientific literacy. Our results indicated modest gains in the girls' ability to display data and connect data trends to scientific phenomenon. We believe that studying the experiences and learning of students from historically underrepresented backgrounds in STEM is critical for ensuring equitable educational experiences and access to STEM-related professions.
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