Please use this identifier to cite or link to this item:
|Title:||Using Log Files to Track Students' Model-based Inquiry in Science|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Buckley, B., Gobert, J., Horwitz, P., & Mansfield, A. (2006). Using Log Files to Track Students' Model-based Inquiry in Science. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 57-63). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||We report on the Modeling Across the Curriculum Project (mac.concord.org), a 5-year study funded by the IERI program (IERI # 0115699). In this project we are using qualitative model-based tools for inquiry in three science domains (Genetics, Gas Laws, & Newtonian Mechanics) to promote scientific literacy on a broad scale, namely, content knowledge, process skills, and epistemologies of science (Perkins, 1986). The process skills we focus on in this project are model-based inquiry skills; epistemological constructs of interest here are students' epistemologies of models as a subset of epistemology of science (Gobert & Discenna, 1997; Schwartz & White, 1999). Our technological infrastructure, Pedagogica TM (Horwitz & Burke, 2002) logs all students' interactions with our hypermodels (Horwitz & Christie, 1999). We use students' log files as performance assessments of model-based inquiry on inquiry tasks called "hot spots" and track changes in inquiry skills over time both within and across domains.|
|Appears in Collections:||ICLS 2006|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.