Model-based Teaching and Learning with Hypermodels: What do they learn? How do they learn? How do we know?

Barbara C. Buckley, Janice D. Gobert, & MaryAnn T. Christie The Concord Consortium

ABSTRACT: The research presented in this paper is part of a large-scale design study conducted in demographically diverse classrooms with software that is under development. BioLogica™, a hypermodel environment for learning genetics, was used in multiple classes in eight high schools. BioLogica™ activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and post-test and completed epistemological and experiential surveys. Traces of students� actions and responses to computer-based tasks were electronically collected (via a �log file� function) and systematically analyzed. An intensive three-day field test involving twenty-four middle school students served to refine methods and create narrative profiles of students� learning experiences, outcomes, and interactions with BioLogica™. Since BioLogica™ activities, the instruments used to assess learning, and data logging capabilities changed over the course of the year, we report on two high school implementations and the field test as self-contained studies to document the changes and the outcomes at different phases of development.

Citation: Presented as part of the symposium Hypermodel Research in Theory and Practice. (M. Christie, Chair), American Educational Research Association, New Orleans, April 2002.

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Modeling Research - Conference Paper - NSF REC-0087579