Inquiry based learning has attracted a lot of attention by researchers who have studied learning especially in the disciplines of Mathematics and Science. This interest has now begun to spread into teaching and learning in other disciplines such as History, Social Studies, and Psychology. One of the outcomes of this interest has been an intensive research activity in the various aspects of the design of computer based learning environments that offer support for inquiry. Specifically, active research has concentrated for many years on how technology can be used to create and enhance learning environments that aid students in the processes of formulating investigations intended to create new knowledge and understanding. The different mechanisms for facilitation, monitoring and assessment of inquiry oriented learning have focused the efforts of many research activities that aim to bridge educational theory and teaching practice. In this symposium, we aim to highlight some of the recent research results that have emerged out of studies that examine these various aspects of teaching and learning through the use of online inquiry based learning environments that encompass modelling and simulation tools.

A web-based learning environment “Young Scientist” (http://bio.edu.ee/noor/) was composed for developing students’ problem-solving and inquiry skills. This environment was applied in a pilot study (n=60) for finding the factors limiting learners’ outcomes in acquiring inquiry skills related to both transformative and regulative inquiry learning stages. These factors have been used for designing adapted support system for different clusters of learners. Two main research questions have been formulated: i) Which transformative inquiry skills can be developed in web-based inquiry learning environment? ii) How does an adapted support system that improves learners’ regulative inquiry skills influence on students’ transformative inquiry skills. A questionnaire for evaluating these skills was worked out and filled in by students before and after using this environment. The inquiry learning tasks and appropriate additional materials were composed for learning science processes in the 6^th grade. The students were categorised with cluster analysis and appropriate adapted support system was developed for all clusters. The system was designed on the basis of learners’ regulative inquiry skills, and the characteristics of learning tasks and environment. This article gives an overview of the design principles of this web-based support system for the learning environment “Young scientist”. However, these findings can be generalised for applying in various analogous web-based learning environments. Our results demonstrated that the effectiveness of inquiry learning is strongly influenced by the adapted regulative support. Five main clusters of students that have to be provided with different support have been found. These results are important in highlighting the computer-supported inquiry process. Moreover, they are also applicable for developing science curricula and other learning materials for learning science. The validated questionnaire of transformative inquiry skills is usable in analogous research projects.

A web-based learning environment “Young Scientist” (http://bio.edu.ee/noor/) was composed for developing students’ problem-solving and inquiry skills. This environment was applied in a pilot study (n=60) for finding the factors limiting learners’ outcomes in acquiring inquiry skills related to both transformative and regulative inquiry learning stages. These factors have been used for designing adapted support system for different clusters of learners. Two main research questions have been formulated: i) Which transformative inquiry skills can be developed in web-based inquiry learning environment? ii) How does an adapted support system that improves learners’ regulative inquiry skills influence on students’ transformative inquiry skills. A questionnaire for evaluating these skills was worked out and filled in by students before and after using this environment. The inquiry learning tasks and appropriate additional materials were composed for learning science processes in the 6^th grade. The students were categorised with cluster analysis and appropriate adapted support system was developed for all clusters. The system was designed on the basis of learners’ regulative inquiry skills, and the characteristics of learning tasks and environment. This article gives an overview of the design principles of this web-based support system for the learning environment “Young scientist”. However, these findings can be generalised for applying in various analogous web-based learning environments. Our results demonstrated that the effectiveness of inquiry learning is strongly influenced by the adapted regulative support. Five main clusters of students that have to be provided with different support have been found. These results are important in highlighting the computer-supported inquiry process. Moreover, they are also applicable for developing science curricula and other learning materials for learning science. The validated questionnaire of transformative inquiry skills is usable in analogous research projects.

The RepTools project seeks to embed conceptual representations in curriculum and computer simulations to promote inquiry-based learning and deep science understanding. We focus students’ inquiry on structure-behavior-function relationships to help them make connections among different levels of complex systems, such as the relation between form and function. Students used various artifacts, such as hypermedia materials, physical models, and NetLogo computer models, to construct an understanding of aquarium ecosystems.  We conducted our studies in two different classroom settings. Both settings had a physical aquarium in the classroom and test kits to study the aquarium environment. The students had access to a function-oriented hypermedia for background information and reference prior to engaging in computer-supported inquiry. The NetLogo simulations presented two models of aquaria at different scales. The Fishspawn simulation was at a macro level that allowed learners to examine the conditions under which fish will reproduce and survive. The Nitrogencycle simulation was at a micro level that allowed students to examine the bacterial–chemical interactions that are critical for maintaining good water quality.  Pre- and post-tests were conducted to assess learning outcomes.  The student interactions were videotaped to examine the learning processes. The learning outcomes showed significant pre-test to post-test gains in both classrooms. However, the enactments were extraordinarily different because of the different teaching styles and different levels of comfort with inquiry.  One teacher set this up as a project-based classroom, with a driving question- how to strike a balance in a aquatic ecosystem - to guide the unit, whereas the other focused on having students understand the food web in the aquarium.  The first teacher ran a very student-centered classroom and the other was teacher-centered.  We present a contrasting case analysis to examine how the teacher’s interaction style and inquiry orientation influenced the kinds of interactions that occurred.

The goal of the RepTools project is to embed conceptual representations in curriculum and computer simulations to promote inquiry-based learning and deep science understanding. Specifically we focus students’ inquiry on structure-behavior-function relationships to help them make connections among different levels of complex systems, such as the relation between form (i.e., structure) and function. These approaches involved learning by doing as students used various artifacts, such as hypermedia materials, physical models, and NetLogo computer models, to construct an understanding of aquarium ecosystems.  We conducted our studies in two different classroom settings. Both settings had a physical aquarium in the classroom and test kits to study the aquarium environment. The students had access to a function-oriented hypermedia for background information and reference prior to engaging in computer-supported inquiry with NetLogo simulations. The NetLogo simulations presented two models of aquaria at different scales. The Fishspawn simulation was at a macro level that allowed learners to examine the conditions under which fish will reproduce (e.g., clean water, sufficient food) and survive. The Nitrogencycle simulation was at a micro level that allowed students to examine the bacterial–chemical interactions that are critical for maintaining good water quality.  The students engaged in inquiry as they used the NetLogo models in small groups. Pre- and post-tests were conducted to assess learning outcomes.  The student interactions were videotaped to examine the learning processes. The learning outcomes showed significant pre-test to post-test gains in both classrooms. However, the enactments were extraordinarily different because of the different teaching styles and different levels of comfort with inquiry.  One teacher set this up as a project-based classroom, with a driving question- how to strike a balance in a aquatic ecosystem - to guide the unit, whereas the other focused on having students understand the food web in the aquarium.  The first teacher ran a very student-centered classroom and the other was teacher-centered.  In this presentation, we present a contrasting case analysis to examine how the teacher’s interaction style and inquiry orientation set the stage for the kinds of interactions that occurred during students’ computer-supported inquiry learning. 

The goal of the RepTools project is to embed conceptual representations in curriculum and computer simulations to promote inquiry-based learning and deep science understanding. Specifically we focus students’ inquiry on structure-behavior-function relationships to help them make connections among different levels of complex systems, such as the relation between form (i.e., structure) and function. These approaches involved learning by doing as students used various artifacts, such as hypermedia materials, physical models, and NetLogo computer models, to construct an understanding of aquarium ecosystems.  We conducted our studies in two different classroom settings. Both settings had a physical aquarium in the classroom and test kits to study the aquarium environment. The students had access to a function-oriented hypermedia for background information and reference prior to engaging in computer-supported inquiry with NetLogo simulations. The NetLogo simulations presented two models of aquaria at different scales. The Fishspawn simulation was at a macro level that allowed learners to examine the conditions under which fish will reproduce (e.g., clean water, sufficient food) and survive. The Nitrogencycle simulation was at a micro level that allowed students to examine the bacterial–chemical interactions that are critical for maintaining good water quality.  The students engaged in inquiry as they used the NetLogo models in small groups. Pre- and post-tests were conducted to assess learning outcomes.  The student interactions were videotaped to examine the learning processes. The learning outcomes showed significant pre-test to post-test gains in both classrooms. However, the enactments were extraordinarily different because of the different teaching styles and different levels of comfort with inquiry.  One teacher set this up as a project-based classroom, with a driving question- how to strike a balance in a aquatic ecosystem - to guide the unit, whereas the other focused on having students understand the food web in the aquarium.  The first teacher ran a very student-centered classroom and the other was teacher-centered.  In this presentation, we present a contrasting case analysis to examine how the teacher’s interaction style and inquiry orientation set the stage for the kinds of interactions that occurred during students’ computer-supported inquiry learning. 

This study examines the role of interactive learning game in supporting the knowledge construction concerning swamp ecology. Recognition and understanding of different ecosystems is integral part of science education. However, pupils’ knowledge of ecosystems and ecological principles are often lacking or inaccurate. Furthermore, pupils’ pre-instructional conceptions are persistent and difficult to elaborate with the help of traditional instruction. Gaming is a commonplace activity of young people. Game play and interactivity is found to be interesting and motivating also in educational purposes. Possibility to study and investigate scientific phenomena in situations that models the environment gives the pupils opportunities to elaborate their conceptions for scientific phenomena. In this study two age group of students, aged 15 (n=50) to 20 (n=50), used a digital learning game for studying principles of swamp ecosystem. The learning game is developed at the University of Jyväskylä, Agora Game Laboratory and is called “Swamp Adventure”. It is an adventure type role play in which the learner is able to examine and study basic principles of swamps. Before playing the game pupils answered a questionnaire in which their knowledge and ideas of swamp ecosystems were examined. They also wrote an essay concerning the theme. After game play pupils were able to make changes in their original essays and answered the questionnaire again. Control groups were not used because of the descriptive nature of the study. The empirical data consisted of written answers that were analysed qualitatively using a theory-bound content analysis method. The data from the questionnaire was analysed quantitatively.  On the basis of preliminary results the learning game is a promising tool in fostering conceptual understanding of swamp ecology in both age groups.

This study examines the role of interactive learning game in supporting the knowledge construction concerning swamp ecology. Recognition and understanding of different ecosystems is integral part of science education. However, pupils’ knowledge of ecosystems and ecological principles are often lacking or inaccurate. Furthermore, pupils’ pre-instructional conceptions are persistent and difficult to elaborate with the help of traditional instruction. Gaming is a commonplace activity of young people. Game play and interactivity is found to be interesting and motivating also in educational purposes. Possibility to study and investigate scientific phenomena in situations that models the environment gives the pupils opportunities to elaborate their conceptions for scientific phenomena.

In this study two age group of students, aged 15 (n=50) to 20 (n=50), used a digital learning game for studying principles of swamp ecosystem. The learning game is developed at the University of Jyväskylä, Agora Game Laboratory and is called “Swamp Adventure”. It is an adventure type role play in which the learner is able to examine and study basic principles of swamps. Before playing the game pupils answered a questionnaire in which their knowledge and ideas of swamp ecosystems were examined. They also wrote an essay concerning the theme. After game play pupils were able to make changes in their original essays and answered the questionnaire again. Control groups were not used because of the descriptive nature of the study.

The empirical data consisted of written answers that were analysed qualitatively using a theory-bound content analysis method. The data from the questionnaire was analysed quantitatively.  On the basis of preliminary results the learning game is a promising tool in fostering conceptual understanding of swamp ecology in both age groups.

The case-based computerized laboratory (CCL) environment, developed at the Technion, is a chemistry study unit designed for 11^th-12^th honor students. The CCL unit is an inquiry-based unit that integrates computerized desktop experiments and computerized molecular modeling. Emphasizing scientific inquiry and case studies, the environment exposes students to advanced laboratory methods and a variety of data and molecular representations. Students are required to critically read authentic problems, carry out laboratory experiments, process data collected by sensors, and interpret the resulting displayed graphs and/or molecular models. This learning environment aims to foster students' higher order thinking skills. Throughout the course, the students compiled portfolios that were continuously assessed. Upon completing the unit, groups of 2-3 students carried out an independent inquiry (PBS-type) project, in which they raised an inquiry question in chemistry, formulated a hypothesis, designed and conducted a sensor-based experiment, analyzed results, and drew conclusions relating to their hypothesis. The goal of our research was to investigate students' question posing, inquiry, graphing, and modeling skills. The research population consisted of about 600 12th grade honors-level chemistry students. Research tools included pre and post case-based tests and students' reflections. The CCL students’ learning outcomes were compared to those of about 100 12th grade honors-level chemistry students who studied in non-computerized learning environments. We found significant improvement in students' performance in all the thinking skills in the posttest compared with the pretest, with higher and significant net gains of the experimental students vs. their control peers. We also found that graphic and modeling representations contributed to chemical understanding of the CCL students by giving explanations at an increased subset of the four levels: symbol, macroscopic, microscopic and process. Our research findings emphasize the contribution of a computer-supported inquiry-based learning environment to closing the gap between data gathered in chemical experiments and chemistry understanding.

In developing computer based learning environments for medicine valid domain knowledge is necessary and consequently valid medical cases are essential for research and teaching purposes. We have experimented with different methodologies and scenarios to structure case creation as well as methods for working with experts to validate that we have captured their medical problem solving accurately. Our data on case creation demonstrated both validity and reliability issues when working with medical staff and students. Sometimes an expert will create a case and state that he or she would solve it one way but when they are later tested on the same case they solve it in a different manner. This lack of consistency forced us to address the issue of validity and reliability of solutions in a more systematic manner.  We are developing a methodology that addresses both knowledge elicitation as well as knowledge validation. We are currently collecting data from 5 medical experts on the same 3 cases. Verbal protocols will be analyzed with the purpose of building visual representations of their decision process. These same experts will have an opportunity to see their own problem solving processes with the purpose of validating and changing their representations if they think them inaccurate. The overall goal of the study is to see whether or not there is consensus between medical experts in the way they solve similar cases. We anticipate that experts would have different sequences in how they solve problems but they share commonalities in the patient evidence they see is relevant and the diagnostic tests that they conduct to reach a solution.  This study is a first step in identifying the cognitive components of expert problem solving about specific diseases.

In developing computer based learning environments for medicine valid domain knowledge is necessary and consequently valid medical cases are essential for research and teaching purposes. We have experimented with different methodologies and scenarios to structure case creation as well as methods for working with experts to validate that we have captured their medical problem solving accurately. Our data on case creation demonstrated both validity and reliability issues when working with medical staff and students. Sometimes an expert will create a case and state that he or she would solve it one way but when they are later tested on the same case they solve it in a different manner. This lack of consistency forced us to address the issue of validity and reliability of solutions in a more systematic manner.  We are developing a methodology that addresses both knowledge elicitation as well as knowledge validation. We are currently collecting data from 5 medical experts on the same 3 cases. Verbal protocols will be analyzed with the purpose of building visual representations of their decision process. These same experts will have an opportunity to see their own problem solving processes with the purpose of validating and changing their representations if they think them inaccurate. The overall goal of the study is to see whether or not there is consensus between medical experts in the way they solve similar cases. We anticipate that experts would have different sequences in how they solve problems but they share commonalities in the patient evidence they see is relevant and the diagnostic tests that they conduct to reach a solution.  This study is a first step in identifying the cognitive components of expert problem solving about specific diseases.

In developing computer based learning environments for medicine valid domain knowledge is necessary and consequently valid medical cases are essential for research and teaching purposes. We have experimented with different methodologies and scenarios to structure case creation as well as methods for working with experts to validate that we have captured their medical problem solving accurately. Our data on case creation demonstrated both validity and reliability issues when working with medical staff and students. Sometimes an expert will create a case and state that he or she would solve it one way but when they are later tested on the same case they solve it in a different manner. This lack of consistency forced us to address the issue of validity and reliability of solutions in a more systematic manner.  We are developing a methodology that addresses both knowledge elicitation as well as knowledge validation. We are currently collecting data from 5 medical experts on the same 3 cases. Verbal protocols will be analyzed with the purpose of building visual representations of their decision process. These same experts will have an opportunity to see their own problem solving processes with the purpose of validating and changing their representations if they think them inaccurate. The overall goal of the study is to see whether or not there is consensus between medical experts in the way they solve similar cases. We anticipate that experts would have different sequences in how they solve problems but they share commonalities in the patient evidence they see is relevant and the diagnostic tests that they conduct to reach a solution.  This study is a first step in identifying the cognitive components of expert problem solving about specific diseases.