Barbara C. Buckley

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4 This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high(More)
We report on the Modeling Across the Curriculum Project (mac.concord.org), a 5-year study funded by the IERI program (IERI # 0115699). In this project we are using qualitative model-based tools for inquiry in three science domains (Genetics, Gas Laws, & Newtonian Mechanics) to promote scientific literacy on a broad scale, namely, content knowledge, process(More)
Modeling environments, we believe, can make the most significant contribution of information technologies to improved science learning. A partnership of the Concord Consortium, Harvard and Northwestern Universities, with the help of the Josiah Quincy Upper School and the Fitchburg and Lowell Public Schools, is studying the impact of modeling on secondary(More)
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Introduction The powerful capabilities of technology hold the key to transforming current assessment practice at both the state and classroom levels by changing the(More)
Overview to the project Recent advances in educational technology have allowed us to capture students' learning on a more fine-grained level than before. This has important implications for Cognitive Science by informing us about students' learning processes on a much deeper level, and for Education because students' log files can be used to provide(More)
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