How do teachers help children understand the difference between the structure of a flower and that of a root? Depending on the time of year this activity is quite easy. Get a bunch of flowers, germinate some chickpeas and raid the kitchen for carrots and beetroots--the children can experience the "real thing". But what if teachers want the…

Epistemic criteria are the standards used to evaluate scientific products (e.g., models, evidence, arguments). In this study, we analyzed epistemic criteria for good models generated by 324 middle-school students. After evaluating a range of scientific models, but before extensive instruction or experience with model-based reasoning practices,…

Perspectives are domain-specific strategies employed by experts in a specific field to formulate and investigate questions. Such strategies may therefore serve as good models for acquiring knowledge. Based on this premise, we developed the perspective of form and function, as used by both biologists and technical designers, into a tool for…

Extends the modeling system presented in Part I. This model is applied to two widely diverse educational processes: "Student Actions" and "Do Homework Problem." Its computational syntax imposes completeness criteria on the modeling and its uniformity. (AIM)

Presents a system for formally characterizing elements of an introductory science class, measuring class performance based on this characterization, and modeling the value of the class based on the measurements. The main components of this modeling system include educational engineering with a formal set of practices, the use of computational…

This paper presents an overview of the inservice model used by the National Science Foundation supported Project INLAB (Integrating Laboratory Instruction and Assessment) to challenge and change science teachers' laboratory instruction and assessment practice. The framework that guides the instructional strategies and activities of INLAB is based…