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How do instructors guide students to discover mathematical content? Are current explanatory models of pedagogical practice suitable to capture pragmatic essentials of discovery-based instruction? We examined videographed data from the implementation of a natural user interface design for proportions, so as to determine one constructivist tutor's methodology(More)
Tangible user interfaces (TUIs) have been the focus of much attention in the HCI and learning communities because of their many potential benefits for learning. However, there have recently been debates about whether TUIs can actually increase learning outcomes and if so, under which conditions. In this article, we investigate the effect of object(More)
We developed Trap it!, a human-biology interaction (HBI) medium encompassing a touchscreen interface, microscopy, and light projection. Users can interact with living cells by drawing on a touchscreen displaying the microscope view of the cells. These drawings are projected onto the microscopy field as light patterns, prompting observable movement in(More)
Interacting with biological systems via experiments is important for academia, industry, and education, but access barriers exist due to training, costs, safety, logistics, and spatial separation. High-throughput equipment combined with web streaming could enable interactive biology experiments online, but no such platform currently exists. We present a(More)
Frameworks that create synergies across disciplines provide a powerful means for learning by relating concepts from the different fields that are usually difficult to grasp individually. We discuss the design of the BeatTable, a microworld that uses the relation between mathematics and music to engage learners in using ratios and proportions to create(More)
1. Methodology: Cluster-based feature selection a. Kernel K-means clustering of snapshots with Gaussian Kernels. Dissimilarity Matrix based on Euclidian Distance. Silhouette value. b. Each snapshot assigned to corresponding cluster  New feature set per student: number of different clusters visited, and of all cluster changes; a measure of the variance of(More)
Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to conceptual(More)
How do instructors lead students to discover mathematical principles? Are extant frameworks for the analysis of instructors' professional practice still adequate, given recent advances in educational technology and the range of pedagogical approaches? We examined videographed data from the implementation of an embodied-interaction, discovery-based design(More)