(2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education: Vol. 22, No. 9, pp. 891-894.

This research examines the beneficial effects of student-generated diagrams versus summaries on conceptual understanding in domain plate tectonics. Fifty-eight Grade 5 students read a brief expository text about During their reading text, were asked to either draw diagrams, produce written summaries, or simply (control). Conceptual was measured by and which generated during students' as well posttest assessed both spatial/static causal/dynamic knowledge domain. Results indicated that...

We present a method for assessing science inquiry performance, specifically the skill of designing and conducting experiments, using educational data mining on students' log from online microworlds in Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use 2-step process: First text replay tagging, type rapid protocol analysis which categories are developed and, turn, used to hand-score data. second step, is conducted combination machine-distilled...

There are continuing educational and political debates about 'inquiry' versus 'direct' teaching of science. Traditional science instruction has been largely direct but in the US, recent national state education standards advocate inquiry throughout K‐12 education. While inquiry‐based advantage modelling aspects nature real scientific inquiry, there is little unconfounded comparative research into effectiveness efficiency two instructional modes for developing conceptual understanding. This...

We present Science Assistments, an interactive environment, which assesses students’ inquiry skills as they engage in using science microworlds. frame our variables, tasks, assessments, and methods of analyzing data terms evidence-centered design. Specifically, we focus on the student model, task evidence model conceptual assessment framework. In order to support both provision scaffolding, environment makes inferences about models developed through a combination text replay tagging [cf. Sao...

AbstractIn recent years, there has been increased interest in engagement during learning. This is of particular the science, technology, engineering, and mathematics domains, which many students struggle where United States needs skilled workers. article lays out some issues important for framing research on this topic provides a review existing work with similar goals science Specifically, here we seek to help better concretize engagement, fuzzy construct, by operationalizing detecting...

Abstract Forty-seven fifth grade students (40 group-tested and 7 individually interviewed) read a text describing plate tectonics. At four points they drew diagrams of the spatial, causal, dynamic processes inside earth. These along with students' corresponding explanations, think-aloud protocols (for those interviewed), answers to inference questions were analysed in order characterize models interior earth, its causal processes. Types characteristics models, reasoning associated them are...

This research addresses high school students' understandings of the nature models, and their interaction with model‐based software in three science domains, namely, biology, physics, chemistry. Data from 736 models were collected using Students' Understanding Models Science (SUMS) survey as part a large‐scale, longitudinal study context technology‐based curricular units each domains. The results ANOVA regression analyses showed that there differences pre‐test across higher post‐test scores...

Geology is a complex, semantically rich domain involving the interpretation of geological maps as external visualizations. Geological are complex in particular because 3-dimensional features must be inferred from 2-dimensional representations depicted by differing line types and weights. Modeling building, an internal mental activity, also required order to achieve deep understanding textual materials geology, maps, well causal processes, e.g., convection, underlying phenomena. Using...

The Modeling Across the Curriculum Project (MAC; IERI # 0115699, Oct 2001-2006) used real-time assessments to facilitate student learning and model-based inquiry among high school students. We developed technology, materials, processes that enabled us monitor respond students' actions. MAC activities engage students in a progressive model-building approach (Gobert, 2008; White Frederiksen, 1990). Formative were seamlessly embedded scaffolding designed guide inquiry. Because instruction...

In recent years, an increasing number of analyses in learning analytics and educational data mining (EDM) have adopted a “discovery with models” approach, where existing model is used as key component new EDM or analysis. This article presents theoretical discussion on the emergence discovery models, its potential to enhance research learners, lessons learned how models can be conducted validly effectively. We illustrate these issues through case study was investigate form disengaged...

Educational technologies, such as teacher dashboards, are being developed to support teachers’ instruction and students’ learning. Specifically, dashboards teachers in providing the just-in-time needed by students complex contexts science inquiry. In this study, we used Inq-Blotter teacher-alerting dashboard investigate whether elicited technology influenced inquiry performance a intelligent tutoring system, Inq-ITS. Results indicated that improved after receiving help, alerts. This...