Krzysztof Przybył
Explainable AI: Machine Learning Interpretation in Blackcurrant Powders
Sensors (Basel, Switzerland)
evidence research literature indicates audience response systems ars guided inquiry worksheets giw lead greater student engagement learning equity stem classroom compare use two tools large enrollment stem courses delivered different contexts one biology one engineering typically research literature contains studies compare student performance group given active learning tool used control group used studies valuable necessarily provide thick descriptions allow instructors understand effectively use tool instructional practice investigations intended student thinking processes using tools largely missing present article fill gap foregrounding intended student thinking sensemaking processes active learning tools comparing enactment two largeenrollment courses different contexts instructors studied utilized active learning tools differently biology course ars questions used mainly check students assess correctly interpreting understanding worksheet questions engineering course presented ars questions afforded students opportunity apply learned concepts new scenarios towards improving students conceptual understanding biology course giws primarily used standalone activities information necessary students answer questions contained within worksheet context aligned disciplinary model engineering course instructor intended students reference lecture notes rely conceptual knowledge fundamental principles previous ars class session order successfully answer giw questions however specific implementation structures practices differed instructors used tools build towards basic disciplinary thinking sensemaking processes conceptual reasoning quantitative reasoning metacognitive thinking study led four specific recommendations postsecondary instructors seeking integrate active learning tools stem courses