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: Learning how to create, test, and revise models is a central skill in scientific reasoning. We argue that qualitative modeling provides an appropriate level of representation for helping middle-school students learn to become modelers. We describe a system we have created that uses visual representations to provide a studentfriendly notation for creating qualitative models. This system is currently undergoing pilot testing in Chicago Public School classrooms, using curricula developed in collaboration with teachers. Contact address: Ken Forbus Qualitative Reasoning Group, Northwestern University 1890 Maple Avenue, Evanston, IL, 60201, USA email: forbus@nwu.edu Voice: 847-491-7699 Fax: 847-491-5258 2 1 Introduction Modeling is a central skill in scientific reasoning. Learning to formulate, analyze, test, and revise models is a crucial aspect of understanding science, and critical to helping students become active, lifelong learners. Supporting students in articulating models of a ...

rk over a period of time. Describing problems students encounter as they engage in inquiry and finding ways to ameliorate those problems has received considerable attention recently (Hmelo & Williams, [Special Issue, JLS], 1998; McGilly, 1994, Blumenfeld et al, 1998). In this paper, we describe inquiry in more detail, discuss ways to aid students via instructional, curriculum, and 1 . In Minstell, J. Van Zee, E. (Eds.) Inquiry into inquiry: Science learning and Teaching, American Association for the Advancement of Science Press, Washington, D.C. (in press). 2 The authors would like to thank Ann Rivet from the University of Michigan for her helpful editorial comments. 11/4/98 page 2 technological supports, and then illustrate how these have been applied to specific phases on inquiry where students encounter difficulties. What Is Inquiry And Why Use It? Broadly conceived inquiry refers to the diverse ways in which scientists stu

HOMER is a tool that allows learners to create qualitative models of system behaviour. HOMER is organised as a set of builders and tools. Builders capture knowledge and use diagrammatic representations for that purpose. Tools are interactive dialogues for modifying the content of builders. In this paper we present the results of a study examining how learners use HOMER. Two aspects are evaluated, the usability of the tool and the model-building problems learners may have. The results show that HOMER is usable and that violation of usability factors does not prevent learners from building complex models.

This article compares and contrasts 2 summer camps. Future Camp 97 is based on assumptions consistent with constructionism and Scientists Apprentice Camp 97 consistent with legitimate peripheral participation. These 2 learning environments create an opportunity to do an empirical, as opposed to a strictly theoretical, comparison of what has been frequently lumped under the term constructivism. The goal of this article is twofold: First, to move the discourse away from comparing constructivist learning environments solely to traditional learning environments. The 2nd goal is to move away from talking of a single constructivist learning environment, and instead to explore the nuances of learning environments based on different theoretical assumptions. Toward these ends, we analyze 2 summer camps in terms of theoretical assumptions, community and groups, participant roles, practices, and other evidence of learning. We conclude with a discussion of similarities and distinctions between these 2 learning environments, highlighting issues of ownership, authenticity, power, and task structure. Using constructivist and situated notions of what it means to know and learn, many educators are suggesting the creation of learning environments that support the nat-Correspondence and requests for reprints should be sent to Kenneth E. Hay, 611 Aderhold, Learning

Just as information technology has improved effectiveness in medicine, finance, manufacturing, and numerous other sectors of society, advanced computing and telecommunications have the potential to help students master complex 21 st century skills. Research-based curriculum projects are developing technologies that enable online virtual communities of practice using advanced tools to solve real world problems. Learners engage in guided, reflective inquiry through extended projects that inculcate sophisticated concepts and skills and generate complex products. Pupils act as partners in developing learning experiences and generating knowledge, and students' collaborative construction of meaning is enhanced via different perspectives on shared experiences. Simulation and visualisation tools help students recognise patterns, reason qualitatively about physical processes, translate among frames of reference, and envision dynamic models. These curricular approaches curricular approaches improve success for all types of learners and may differentially enhance the performance of at-risk students.

: Scientific visualization tools render quantitative data into visual representations that can be analyzed and manipulated by students. But certain types of problems require more qualitative, observational data that cannot be easily represented with current visualization software. This paper describes an approach to using photographs and video as a primary data source for observational inquiry. We describe a framework for students to collaborate around photographs and video, collaboration that leads to inquiry and the development of explanatory models. We also describe two of our learning environments to illustrate how students can begin to develop predictive theories from image data. Keywords: digital imaging, explanation, modeling, problem-based learning Introduction Techniques and tools from scientific visualization hold great promise for changing the ways that students conduct classroom inquiry (Gordin & Pea, 1995). By representing large quantities of quantitative data visually, ...

Conducting observational investigations of behaviors and processes is an important method for gen-erating scientific knowledge. This paper describes a methodology for assisting students in the processes of observational inquiry and theory articulation and its instantiation in a set of digital video tools. We describe a high school biology curriculum where students use these tools to investigate video clips of animal behavior and develop theories about how and why these behaviors evolved. We focus our discus-sion on an investigation model that scaffolds students through the processes of observing and explaining video as data and the computational and curricular supports that were designed to make these processes explicit. We conclude with a presentation of preliminary results to illustrate the types of explanations that emerged from working with the software and curriculum and a discussion of issues that emerged during the course of the research.

The purpose of this work is to explore learning and instruction within a project-based technology-rich fifth grade science classroom. Specifically, students worked in teams using three-dimensional (3-D) modeling software to construct 3-D models of the Earth-Moon-Sun system. For this study, naturalistic inquiry was used to build a holistic account of student activity. In particular, we examined students' difficulties, challenges, and successes as they constructed models of astronomical phenomena. Our findings are based on a synthesis of case studies of each student team as they constructed their models. Specifically, we characterize how students asked questions, planned, designed, constructed, evaluated and drew conclusions from their models. Our findings suggest that young students can build sophisticated models which in turn foster discussion and exploration of complex scientific concepts. Our findings also suggest that students traverse stages of model development initially simply following directions laid out by the instructor, but later as their model's complexity increase move to learning with their model rather than simply about their model. VSS: Modeling the Solar System 1