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|Title:||Designing and Assessing Modeling and Visualization Technologies (MVT) Enhanced Learning|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Zhang, B., Jacobson, M., Kim, B., Deng, F., Pathak, S., Lossman, H., Lin, X., Sengupta, P., Wilensky, U., & Hay, K. (2008). Designing and Assessing Modeling and Visualization Technologies (MVT) Enhanced Learning. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 392-399). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||Models are the core of scientific theory. Some researchers have argued that modeling is fundamental to scientific inquiry (e.g. Clement, 2000). There has been increased literature on how to use inquiry and modeling for science learning. However, challenges still exist. For example, how do different modeling tools and learning activities shape student learning trajectories? How do they impact student science learning? What are the assessment measures that can serve as formative and/or summative purposes in the different learning environments? This symposium introduces how computer-based MVT (i.e., NetLogo, Biologica, and Astronomicon) were integrated into different learning environments, and highlights how alternative and formative assessment measures have been used for assessing student learning progression and outcomes. The symposium concludes with some general principles for designing MVT enhanced learning environments and understanding of models and modelling as assessment toolkits to gain an insight into student conceptual development.|
|Appears in Collections:||ICLS 2008|
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