EARLI SIG 20 and the Insitute of Educational Research at the Ruhr University welcomes all researchers, practitioners and students to participate at the computer-supported inquiry learning conference entitled:
“Promoting Science Through Inquiry”
August 22-24, 2012 at the Ruhr University in Bochum, Germany
Keynote by Janice Gobert:
Learning with scientific simulations: Affordances for performance assessment and adaptive intelligent tutoring of scientific inquiry skills
Our computer-based learning and assessment environment, Science Assistments (http://www.scienceassistments.org), for Physics, Life Science, and Earth Science supports middle school students’ scientific process skills, namely, generating hypotheses, , designing and conducting experiments, data interpretation, warranting claims with data, and communicating findings. Leveraging from the logging functionality of our infrastructure and our inquiry tools, we apply educational data mining and knowledge engineering algorithms to analyze students' log files in real time in order to provide assessment reports to teachers on students' inquiry skills, as well as to provide adaptive intelligent tutoring to students via our pedagogical agent, Rex. By reacting to students’ inquiry learning in real time, we hypothesize that students’ science process skills are positively impacted. I will present data from several classroom studies and discuss the specific affordances of technology-based microworlds for both performance assessment of inquiry skills as well as intelligent tutoring of scientific inquiry in real time.
Keynote by Wouter van Joolingen:
Supporting inquiry and modeling with interactive drawings
Creating models is at the heart of any scientific endeavor and therefore should have a place in science curricula. However, creating computer-based models faces resistance in early science education because of the difficulty to create the formal representations required by computational systems. In this keynote I will present SimSketch, an approach to integrate the creation of drawing into the process of inquiry and modeling. In SimSketch, drawings are used by learners to represent their ideas about phenomena they investigate. Assisted by the learner, SimSketch converts these drawings to computational models, that generate animations that behave according to the learner’s specification. Children in age ranging from 8 until 15 have used SimSketch in several domains: astronomy, traffic and biology. I will report on the results of these studies in terms of the effect on domain knowledge as well as scientific skills and attitudes.