From mental models to modelling
Learning with artificial worlds
Effects of alternate representations of evidential relations on collaborative learning discourse
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
What is learned from computer modeling? modeling modeling knowledge in an experimental study
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Interactive drawing tools to support modeling of dynamic systems
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Interactive drawing tools to support modeling of dynamic systems
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
Optimal dynamic decision network model for scientific inquiry learning environment
Applied Intelligence
Education and Information Technologies
A decision-theoretic approach to scientific inquiry exploratory learning environment
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
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In an inquiry-learning task, computer modeling can be a powerful tool to enhance students' reasoning and help them improve their understanding. Optimal learning effects in such an environment require a high quality of students reasoning activities. It is not straightforward, however, which type of modeling tool will be most helpful to students' reasoning. In order to identify the effects of different tools, students working with two common types of tools were compared to a normative description of the modeling process. Also the influence of reasoning activities on the achieved modeling result was examined. Different modeling tools did induce significantly different reasoning activities. Students working with a graphical representation designed more experiments with their own model, formulated more qualitative hypotheses, and spent more time evaluating their own model than students working with a textual representation. Results also indicate that many students have serious difficulties performing this task in a systematic manner. The paper concludes with suggestions for support students might need.