Of Modeling and Metamodeling: What Do Students Learn When They Design Hybrid Models in Biology?

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-4 - Learning Sciences SIG Poster Session

Abstract

In this paper, we will present a pilot study conducted using an inquiry-driven science learning approach called Hybrid modeling (XX, 2012). In this framework, students build and relate physical experimentations with virtual models. We suggest that the Hybrid framework is a rich learning experience that calls for different practices and employs various types of knowledge and resources. In this paper, in order to understand students’ learning process in the context of the Hybrid framework, we will focus on evaluating students’ progress while learning about Bacterial growth, in two main learning trajectories: 1. Scientific modeling practices and 2. Meta-modeling knowledge. We argue that the Hybrid framework provided students with an opportunity to improve on both dimensions.

Authors

• Shima Salehi, Stanford University

• Tamar Fuhrmann, Stanford University

• Paulo Blikstein, Stanford University