‘But, is it supposed to be a straight line?’ Scaffolding students’ experiences with pressure sensors and material resistance in a high school biology classroom

References

• Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–33.
   Google Scholar
• Ben-Zvi, D. (2004). Reasoning about data analysis. In D. Ben-Zvi & J. Garfield (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 121–145). Kluwer Academic Publishers. http://link.springer.com/10.10071-4020-2278-6
   Google Scholar
• Bernhard, J. (2018). What matters for students’ learning in the laboratory? Do not neglect the role of experimental equipment! Instructional Science, 46(6), 819–846. https://doi.org/10.1007/s11251-018-9469-x
   Web of Science ®Google Scholar
• Chan, K. K. H., Xu, L., Cooper, R., Berry, A., & van Driel, J. H. (2021). Teacher noticing in science education: Do you see what I see? Studies in Science Education, 57(1), 1–44. https://doi.org/10.1080/03057267.2020.1755803
   Web of Science ®Google Scholar
• Clement, J. (1989). The concept of variation and misconceptions in Cartesian graphing. Focus on Learning Problems in Mathematics, 11(12), 77–87.
   Google Scholar
• Cooper, V. A., Forino, G., Kanjanabootra, S., & von Meding, J. (2020). Leveraging the community of inquiry framework to support web-based simulations in disaster studies. The Internet and Higher Education, 47, Article 100757. https://doi.org/10.1016/j.iheduc.2020.100757
   Web of Science ®Google Scholar
• Donnelly-Hermosillo, D. F., Gerard, L. F., & Linn, M. C. (2020). Impact of graph technologies in K-12 science and mathematics education. Computers & Education, 146, Article 103748. https://doi.org/10.1016/j.compedu.2019.103748
   Web of Science ®Google Scholar
• Finzer, W. (2014). Common online data analysis platform (CODAP). https://codap.concord.org/
   Google Scholar
• Gericke, N., Högström, P., & Wallin, J. (2023). A systematic review of research on laboratory work in secondary school. Studies in Science Education, 59(2), 245–285. https://doi.org/10.1080/03057267.2022.2090125
   Web of Science ®Google Scholar
• Getting to Know Your Pressure Sensor. (2022). Activity: Getting to know your pressure sensor – IS2 biology. http://short.concord.org/lub
   Google Scholar
• Hardy, L., Dixon, C., & Hsi, S. (2020). From data collectors to data producers: Shifting students’ relationship to data. Journal of the Learning Sciences, 29(1), 104–126. https://doi.org/10.1080/10508406.2019.1678164
   Web of Science ®Google Scholar
• Jazby, D., Widjaja, W., Xu, L., & van Driel, J. H. (2023). Noticing student thinking under pressure in primary mathematics and science lessons. International Journal of Science and Mathematics Education, 21(2), 645–666. https://doi.org/10.1007/s10763-022-10263-9
   Web of Science ®Google Scholar
• Lai, K., Cabrera, J., Vitale, J. M., Madhok, J., Tinker, R., & Linn, M. C. (2016). Measuring graph comprehension, critique, and construction in science. Journal of Science Education and Technology, 25(4), 665–681. https://doi.org/10.1007/s10956-016-9621-9
   Web of Science ®Google Scholar
• Lee, V. R., & Wilkerson, M. H. (2018). Data use by middle and secondary students in the digital age: A status report and future prospects. Commissioned Paper for the National Academies of Sciences, Engineering, and Medicine, Board on Science Education, Committee on Science Investigations and Engineering Design for Grades 6-12, 43.
   Google Scholar
• Lee, V. R., Wilkerson, M. H., & Lanouette, K. (2021). A call for a humanistic stance toward K–12 data science education. Educational Researcher, 50(9), 664–672. https://doi.org/10.3102/0013189X211048810
   Google Scholar
• Lehtinen, A., & Viiri, J. (2017). Guidance provided by teacher and simulation for inquiry-based learning: A case study. Journal of Science Education and Technology, 26(2), 193–206. https://doi.org/10.1007/s10956-016-9672-y
   Web of Science ®Google Scholar
• Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching. Review of Educational Research, 60(1), 1–64. https://doi.org/10.3102/00346543060001001
   Web of Science ®Google Scholar
• Manz, E. (2015). Resistance and the development of scientific practice: Designing the mangle into science instruction. Cognition and Instruction, 33(2), 89–124. https://doi.org/10.1080/07370008.2014.1000490
   Web of Science ®Google Scholar
• Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science Teaching, 57(7), 1148–1174. https://doi.org/10.1002/tea.21625
   Web of Science ®Google Scholar
• McDermott, L. C., Rosenquist, M. L., & van Zee, E. H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503–513. https://doi.org/10.1119/1.15104
   Web of Science ®Google Scholar
• Metcalf, S. J., & Tinker, R. F. (2004). Probeware and handhelds in elementary and middle school science. Journal of Science Education and Technology, 13(1), 43–49. https://doi.org/10.1023/B:JOST.0000019637.22473.02
   Google Scholar
• Millar, M. (2005). Technology in the lab part I: What research says about using probeware in the science classroom. The Science Teacher, 72(7), 34–37.
   Google Scholar
• Mokros, J. R., & Tinker, R. F. (1987). The impact of microcomputer-based labs on children’s ability to interpret graphs. Journal of Research in Science Teaching, 24(4), 369–383. https://doi.org/10.1002/tea.3660240408
   Web of Science ®Google Scholar
• National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning (S. Olson & S. Loucks-Horsley, Eds.; p. 9596). National Academies Press. https://doi.org/10.17226/9596
   Google Scholar
• NGSS Lead States. (2013). The next generation science standards: For states, by states. National Academies Press.
   Google Scholar
• Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
   Web of Science ®Google Scholar
• Pickering, A. (1995). The mangle of practice: Time, agency, and science. University of Chicago Press.
   Google Scholar
• Pols, C. F. J., Dekkers, P. J. J. M., & De Vries, M. J. (2021). What do they know? Investigating students’ ability to analyse experimental data in secondary physics education. International Journal of Science Education, 43(2), 274–297. https://doi.org/10.1080/09500693.2020.1865588
   Web of Science ®Google Scholar
• Price, E. (2017). The use of probeware to improve learning outcomes in middle school science: A Mixed Methods Case Study [Gwynedd Mercy University]. https://www.proquest.com/docview/1952261937
   Google Scholar
• Smith, S. M. (2019). 2018 NSSME+: Status of high school chemistry. Horizon Research, Inc.
   Google Scholar
• St. Clair, N., & Stephens, A. L. (2022, June 3). Using data stories to motivate student exploration of science phenomena. International Conference of the Learning Sciences, Hiroshima, Japan.
   Google Scholar
• Thornton, R., & Sokoloff, D. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58(9), 858–867. https://doi.org/10.1119/1.16350
   Web of Science ®Google Scholar
• Tinker, R. (2002). A history of probeware. The Concord Consortium. https://concord.org/wp-content/uploads/2016/12/pdf/probeware_history.pdf
   Google Scholar
• Van Zee, E., & Minstrell, J. (1997). Using questioning to guide student thinking. Journal of the Learning Sciences, 6(2), 227–269. https://doi.org/10.1207/s15327809jls0602_3
   Web of Science ®Google Scholar
• Wu, H.-K., & Krajcik, J. (2006). Inscriptional practices in two inquiry-based classrooms: A case study of seventh graders’ use of data tables and graphs. Journal of Research in Science Teaching, 43(1), 63–95. https://doi.org/10.1002/tea.20092
   Web of Science ®Google Scholar
• Yin, R. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
   Google Scholar
• Zucker, A. A., Tinker, R., Staudt, C., Mansfield, A., & Metcalf, S. (2008). Learning science in grades 3–8 using probeware and computers: Findings from the TEEMSS II project. Journal of Science Education and Technology, 17(1), 42–48. https://doi.org/10.1007/s10956-007-9086-y
   Web of Science ®Google Scholar