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Assessment of visualization-rich learning environments and virtual science fairs

Students reading complex and difficult expository texts often have problems with the cognitively demandingprocesses of text comprehension. According to the cognitive theory of multimedia learning, the student,integrating the pictorial and verbal representation with prior knowledge. The goal of the study was to develop and validate an assessment tool for students', projects based on visual explanations and representations.Research population included 8th grade students in Leverkusen, Germany. We have employed projectbasedlearning (PBL), visualization-rich learning environments and virtual science fairs, in which studentsinquire authentic problems in science and engineering. The research method included analysis of visualization items in projects carried out by students. The main sources for students’, learning outcomes were their own written reports, such as texts, visualizations, reflections, and the context of the projects or science fairs’, posters they designed. These learning outcomes can help STEM teachers to explain and understand students´, scientific reasoning, and gain deeper insight into their learning processes. The findings of this research establish reliability and validity of our visualization assessment tool, which can be used to assess visualization items of science projects done by students.Keywords - Visualization, Assessment, Project based-learning

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