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|Title:||Bifocal Biology: Combining Physical and Virtual Labs to Support Inquiry in Biological Systems|
|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.|
|Appears in Collections:||ICLS 2012|
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