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Title: Using Log Files to Track Students' Model-based Inquiry in Science
Authors: Buckley, Barbara
Gobert, Janice
Horwitz, Paul
Mansfield, Amie
Issue Date: Jun-2006
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 (, 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

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