Model-Based Teaching and Learning with BioLogica™: What Do They Learn? How Do They Learn? How Do We Know?

This paper describes part of a project called Modeling Across the Curriculum which is a largescale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, w...

Full description

Saved in:
Bibliographic Details
Published inJournal of science education and technology Vol. 13; no. 1; pp. 23 - 41
Main Authors Buckley, Barbara C., Gobert, Janice D., Kindfield, Ann C. H., Horwitz, Paul, Tinker, Robert F., Gerlits, Bobbi, Wilensky, Uri, Dede, Chris, Willett, John
Format Journal Article
LanguageEnglish
Published New York Plenum Publishing Corporation 01.03.2004
Springer
Springer Nature B.V
Subjects
Alleles
Chromosomes
Cognitive models
Computer Software Evaluation
Computer Uses in Education
Courseware
Curricula
Data logging
Educational activities
Educational Technology
Field Tests
Genes
Genetics
High Schools
Instructional Design
Instructional Material Evaluation
Learning
Logging
Middle School Students
Middle Schools
Phenotypic traits
Posttests
Pretests
Pretests Posttests
Profiles
Reasoning
Schools
Science Education
Students
Online AccessGet full text

Cover

More Information
Summary:This paper describes part of a project called Modeling Across the Curriculum which is a largescale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a "log file" function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.
ISSN:1059-0145
1573-1839
DOI:10.1023/B:JOST.0000019636.06814.e3