Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2382
Title: Bifocal Biology: Combining Physical and Virtual Labs to Support Inquiry in Biological Systems
Authors: Fuhrmann, Tamar
Greene, Daniel
Salehi, Shima
Blikstein, Paulo
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Fuhrmann, T., Greene, D., Salehi, S., & Blikstein, P. (2012). Bifocal Biology: Combining Physical and Virtual Labs to Support Inquiry in Biological Systems. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 571-572). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: In this paper we describe a pilot study of an approach to STEM inquiry learning called Bifocal Modeling (Blikstein, 2010) with a group of high school students studying bacterial growth. Students grew real bacteria, and then collaboratively designed a conceptual agent-based model of bacteria to mimic the observed growth. Observations and student notes suggest that the activity helped students demonstrate their knowledge of bacterial growth by formalizing it from a list of unorganized facts into an accurate pseudo-computational model. In completing their task, they also critically reflected on the assumptions built into the modeling activity itself, and demonstrated familiarity with some core principles of complex systems.
URI: https://doi.dx.org/10.22318/icls2012.2.571
https://repository.isls.org//handle/1/2382
Appears in Collections:ICLS 2012

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