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Threaded forum to support interaction b...
Social Supports is an on-line discussion tool that allows teachers to have discourse around issues and topics that pertain to teaching and learning. This learning environment affords teachers the opportunity to see models of teaching, identify and further develop ideas, and begin the process of strenghthening instructional areas for improvement.
Other Others Teachers & Principals
Elementary School
 

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A Simple Inheritance Model
This feature is an interactive model that shows students how alleles are contributed by parents to create different genotypes in their children. The student manipulates the model by clicking on the genes of each parent to modify them, then clicking on the Start button to generate the different possibilities for the offsprings genotypes. Users can reset the model with different parents alleles as often as they like.
Models Life sciences High School
 

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Alternated Individual and Group Discours...
Learners begin a lesson by reading and viewing a case study, individually reflecting on the case study and proposing an initial solution to the problem. They then collaborate with other learners to collectively arrive at a single problem solution. The lesson ends with individual critiques of the group solution and reflection on the learning, collaboration, lesson design, and usefulness of the solution to their own professional practice.
Asynchronous tools,
Open-ended inquiry,
Support for Problem solving,
Collaboration tools,
Others Teachers & Principals
Elementary School
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Alternative paths in IQWST
The IQWST light unit uses diffraction gratings rather than prisms to separate light into its color components. However, it is very possible that some students may know of prisms or have used them in the past and ask why they aren’t being used. The unit offers teachers several ways of dealing with this situation, each one with its advantages and disadvantages. It provides teachers with guidance about which option will work best for their students. For example, in this case, the teacher may decide to include an activity with prisms, provide a reading on prisms to those students who had prior knowledge of them, provide the same reading to the entire class, or say a few sentences about prisms and continue with the diffraction grating activity. Such guidance can be provided via educative elements within the curriculum materials (Elizabeth A. Davis & Krajcik, 2005).

Other Others Middle School
 

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"Amanda the panda" hint in the "Hanging with Friends, Velocity Style" project
Amanda the Panda hint provider
One of the tools provided in WISE is Amanda the Panda, an electronic tool for providing students with hints at any stage of a project.
Guided inquiry,
Other,
Multi-Disciplinary Middle School
Elementary School
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"Amanda the panda" hint in the "Hanging with Friends, Velocity Style" project
Animation Creation Tool
The feature includes an animation creation tool that enables students to easily create animations through a simple interface. Students define the number of frames and fill them in with simple drawing tools. They are able to play and edit their animations as their understanding of mitosis develops.
Visual Explanations Life sciences High School
Middle School
 

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Animation tool in Sketchy
Sketchy is a simplified drawing program for Palm OS-capable handheld computers. Included are palattes for point size, pattern fill, shapes along with a text tool and eraser (Color is on the way!). The animation tool consists of three components that enable it to function. The first is the ability to create multiple pages as you might in the pages of a flip book. Any drawing can be made on any of the pages created. Combine the multiple pages with the second piece, which is the ability to duplicate the previous page. A single tap with the stylus automatically creates another page that is an exact copy of the original. This page can then be drawn upon and subsequently duplicated and so on. Students draw many pictures, adding information as they see fit to illustrate a scientific concept. Finally, all these pictures can be played in succession in two keystrokes, making an animation of the students drawings.
Visual Explanations   Elementary School
 

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Anonymous peer evaluation in CeLS enviro...
CeLS enables the instructor, who constructs the peer evaluation activity, to decide whether the scoring and justifications are presented anonymously or not.
In the peer evaluation activity described in the section below, we used anonymous evaluation.
Evaluation Tools,
Collaboration tools,
Others Teachers & Principals
Higher Education
High School
Middle School
Elementary School
 

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Authentic contexts in the Jasper project...
The Jasper project, using the anchored instruction approach (Cognition and Technology Group at Vanderbilt, 1990; 1997), was one of the earliest large endeavors to use technology to anchor instruction in authentic contexts. Jasper includes a set of 12 video-based adventures that focus on mathematical problem solving. Each video ends in a complex challenge. The adventures are designed like good detective novels, in which all the data necessary to solve the adventure are embedded in the story. The Jasper adventures present a believable story that has interesting characters, a complex and important challenge, and extensions to a variety of curricular areas. To solve the challenge, the students combine problem-solving skills, mathematics concepts, and the information in the video. The Adventures were designed to bridge the gap between everyday and school problems. They provide a common context for instruction, an authentic task, and a chance to see that school knowledge can be used to solve real problems.
Inquiry Tools,
Guided inquiry,
Support for Problem solving,
Math & Geometry High School
Middle School
 

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Automated gathering of peer-evaluation o...
The CeLS environment automatically gathers and analyses information submitted by the different users and shows it in various forms (customizable for instructors).
The picture attached to this feature shows statistical analysis, histogram, and collection of student justifications to their grading (presented anonimously).
Collaboration tools Social sciences Elementary School
 

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Causal Mapper
Causal mapping refers to the use of directed node and link graphs -- similar to concept maps in some ways -- to represent a set of causal relationships within a system. For example, the causal map shown below reflects two sixth grade girls representation of the factors that contribute to the health of a stream.


Causal mapping is more structured than concept mapping, in that links can only mean one thing (a causal relation). This has the advantage, in the context in which we use causal mapping, of allowing students to develop a shared representation for causality. This in turn allows students to quickly examine and critique each others causal maps, and pursue discussions -- with peers and with the teacher -- about what factors should be included and how different causal chains should be represented.
Models,
Open-ended inquiry,
Guided inquiry,
Ubiquitous computing tools,
  High School
Middle School
Elementary School
 

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Changing the speed of the system in the ...
The user can either accelerate or slow the rates. This option is a strong exploratory tool. It is useful to explore “What if” questions, which helps understand how phenomena occur in the solar system.
For example, the user can accelerate or slow the Earth rotation rate and deduce what would happen as a result.
(Gazit, Yair & Chen, under review; Yair, Mintz & Litvak, 2001)
Models,
Simulations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Educational Games,
Physical sciences Teachers & Principals
Higher Education
High School
Middle School
Elementary School
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Claim-Evidence-Reasoning framework in IQ...
IQWST supports students constructing scientific explanations through two strategies. In the first students are presented with the claim-evidence-reasoning framework. The second strategy uses the characteristics of each of these components so that they can construct and evaluate explanations in terms of these components (e.g. asking themselves: is this evidence sufficient?).
Offline Supports Multi-Disciplinary Middle School
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Combining online drawing tools and dynam...
This feature blends dynamic visualizations of chemical reactions with online drawing activities. Students interact with the visualization first, create drawings to represent critical phases during the reaction, and explain how their drawings are related to symbolic representations and observable phenomena.
Models,
Simulations,
Open Ended Construction Tools,
Physical sciences High School
Middle School
 

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Combining visual and textual data in the...
Information contains numerical and parametric data and other information.
This data can help users relate between the picture they see and the numerical data, and understand the relation between distance, motion and time.
(Yair, Mintz & Litvak, 2001)
Models,
Simulations,
Data Visualizations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Educational Games,
Physical sciences Higher Education
High School
Middle School
Elementary School
Teachers & Principals
 

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Comparison of similar visualizations
Inquiry project provides students multiple visualizations of molecular structures that differ only by just one key feature (a chemical bond) that makes the two structures behave very differently. This approach helps highlight key concepts around which students can integrate ideas.
Models,
Simulations,
Guided inquiry,
Physical sciences Higher Education
High School
Middle School
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Concept mapping
Concept mapping activity helps students to visualize existing and missing connections between concepts.
Visual Explanations Life sciences High School
 

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Content organized by nested resizeable b...
Text, graphics, and programs in the Boxer computational environment are stored in a hierarchy of nested boxes. In programs, boxes represent variables and procedures naturally and make their scope intuitive.
Open Ended Construction Tools Others High School
Middle School
Elementary School
 

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Contextualized definitions in “Hanging w...
This feature embeds scientific terms in the context of an interview with a teenager. The purpose of the interview is to find the teenager’s velocity, but the context of the interview is her trip from Lake Park to the movie theatre to meet her friends. The interviewee speaks in everyday language while communicating the information needed to determine her velocity, saying, “I was running a bit late and almost didn’t get a seat. I arrived at the Movie Theatre at 5:05 pm. This is referred to as my final time.”

Other Physical sciences High School
 

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Cybertracker: A tool supporting biodiver...
Students input lots of different kinds of animal data into CyberTracker software on Visors based on observations in their schoolyard. In order to support students exploration of the inquiry-fostering question, Which zone in my schoolyard has the highest biodiversity?, the CyberTracker software and the Zope object-orientated database, Zone Summary, were designed with common organizational structures focusing on a select few salient features (animal abundance, animal richness). This common presentation format allows students to easily locate and analyze relevant data towards the evaluation of the biodiversity of their schoolyard.
Data Visualizations Life sciences Elementary School
Middle School
 

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Data Query (The Galapagos Finches)
Data Query is a tool used by students to generate and analyze mutliple sources of data in a way that reduces the complexity of the problem so that learners can focus on salient information. When using the Data Query tool, learners make requests for specific kinds of data through a question-based interface. This interface requires students to select a question type and a question stem to construct a complete question. Questions types represent comparison categories and question stems represent vaiable categories based on an investigative model of natural selection. Using this tool enables learners to make systemic comparisons of aggregate data in a way that models scientific thinking.
Data Visualizations,
Guided inquiry,
Support for Problem solving,
Life sciences High School
 

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DC Circuits: Constructing circuits (syst...
The environment enables students to build and test (2D) circuit models by freely manipulating (symbolic or iconic) representations of electrical components and connecting wires. The circuit’s function is represented by qualitative visual evidence (color – for light bulbs, motion – for fans and sound for bells) and/or by quantitative outputs (current, voltage, power).
Simulations,
Data Visualizations,
Visual Explanations,
Open Ended Construction Tools,
Open-ended inquiry,
Guided inquiry,
Physical sciences Elementary School
Middle School
High School
Teachers & Principals
 

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Decision justification chart
The chart appears in the right-hand frame (see picture). It contains three columns labeled Design Decision, Justification, and Scientific Principle.
Guided inquiry   High School
 

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Design Rule of Thumb template in SMILE
This feature assists students to generate and then revise design-rules-of-thumb throughout a project experience. Design rules-of-thumb are lessons that are learned from experience. The template includes constructs that help students construct a design-rule-of-thumb, in the following format: When/If (describe the action, design, or choice you are working within) use/connect/build/employ/measure (list your suggestion or method) because (list or supply the evidence or science principle or concept that backs up your suggestion) (Figure 4). Students initially attempt to generate these rules-of-thumb in small groups based on their experimental results or on cases they are reading. They discuss the rules-of-thumb as a class and revise them. Ideally, students notice ideas they cannot explain, and identify the science they need to learn. Research shows that before use of the template, students were often unable to make the appropriate connections to science. When templates were used in the context of a class, teachers were better able to introduce the appropriate scientific concepts. When the teacher helped students create rules-of-thumb as a class before using the software, students using the software created better rules-of-thumb (with a richer situation description and justification) than students who did not have the template available in the software (Kolodner et al., 2004).
Other Others Middle School
 

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different modes of observations in the V...
There are 4 modes of observation:
1. The free mode.
In this mode the student is free to explor the solar system without focusing on a
preselected object.
2. Sun - in- site view
In this mode the chosen object is shown together with the sun, from a vantage point.
3. Planetary View
The planet in shown in the center of the screen and the user is locked on it.
4. Geocentric view
the user rotates at the same rate as the object that is observed.
Models,
Simulations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Educational Games,
Physical sciences Higher Education
High School
Middle School
Elementary School
Teachers & Principals
 

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Students choose a "Stamp" of the desired phase of the moon and place it in one of the cells. They are also required to fill in the dates.
Digital calendar for collecting student ...
This feature is part of a module developed in WISE in which students learn about the moon phases phenomenon.
In the first activity students start with observing the moon-phases during one month, and then arrange their findings in a digital calendar (see figure).

The calendar initially is only a blank matrix. Students first fill in the dates to make this matrix become a calendar of the relevant month, and then choose from a list the aproppriate figure of the moon-phase.
Visualization Tools (2D+3D),
Data Visualizations,
Earth sciences Middle School
 

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Discussion Maker (Automated Sorting)
This discussion software scores principles that have been created by students to describe or explain the data they have gathered in order to describe the thermodynamics of everyday objects and then uses this information to sort students into discussion forums with students who have created different principles. This enables student ideas to “bump up” against each other to facilitate discussion by seeding each discussion with multiple perspectives. While a teacher could create discussion groups of different perspectives in a class, the time issues would tend to be constraining. The technology streamlines and automates that process. Also, the software enables pairs of students to have their subsequent discussions electronically and to take as much time as they want to analyze a comment and draft a response, something not feasible in a traditional classroom set-up.
Communication Tools,
Guided inquiry,
Physical sciences High School
 

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Drop down list of investigation question...
This feature allows students to select (from a drop down list) which of several investigation questions students wish to investigate with a particular experimental trial. In its current implementation, students MUST select one of three investigation questions before choosing numerical values for three variables that correspond to the questions.
Models,
Simulations,
Guided inquiry,
Multi-Disciplinary High School
Middle School
 

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Dynamic Molecular Model
This feature is a molecular model from Molecular Workbench-MW (a software engine that computes and visualizes the motion of ensembles of particles in real time, in both 2D and 3D). MW models dynamically represent the microscopic structure of matter and response to user’s actions like heating, cooling, adding pressure, addding and reactants or other changes of the chemical system and conditions. For example, students can observe the typical motion of the particles in the liquid state, interact with the system to heat or cool it, and observe the changes.

Throughout the project, the students interact with molecular models of the solid, liquid and gaseous states. In each case, they compare the static and the dynamic molecular models, run the model and complete interactive tasks planned to focus on its specific features, and write their reflections on the interaction with the model afterwards. Instructions come with the model and are easy to read and follow.
Models Physical sciences High School
 

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Dynamic zooming between macro and micro ...
This feature enables students to experience virtual zooming in and out in a substance, from the natural size of a physical object, to the molecular view.
Students start by clicking on a familiar material (beer, butter, balloon), and the animation zooms in by factors of 10, until the molucular structure can be observed.
Visual Explanations Physical sciences High School
 

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Dynamically linked representations of ra...
The ESCOT “Fish” problem uses different representations of the ratio of male to female fish in each of three ponds. All the representations are linked to each other, and to the ratio of fish in the ponds, which can be manipulated directly by the student. Students are asked to distribute the fish with specific ratios to each of the ponds.
Data Visualizations Math & Geometry Middle School
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Educative hints provide teachers with id...
Teachers should be allowed the opportunity to request contextualized guidance when they need it. Educative hints provide teachers with ideas, for example, about not just how to enact instructional moves but also the rationales behind particular instructional decisions within a specific lesson (Ball & Cohen, 1996)
Other Others Teachers & Principals
 

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Electronic Glossary: e-glossary
This feature is a context based electronic glossary that helps students understand the definitions of some important words while they are working on the project. To use the feature, the student simply rolls the cursor over any colored word and after a brief pause a pop-up definition will appear.
Other Earth sciences High School
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Engage principals in the design of their...
The structure and content of principal support is flexible in order for it to be customized by the principals. Facilitators enter each meeting with 2-3 guiding questions, and then let principals frame these issues, and suggest possible topics related to TELS implementation for the next meeting
Other Others Teachers & Principals
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Evaluating students as evaluators
Biased scoring and inappropriate language in peer evolution can occur when the contents that are being evaluated are socio-culturally sensitive. In such cases it is advised to avoid grading students according to peer-evaluation results. Rather, to reduce tensions, it is recommended to evaluated students as evaluators, based on their respecting of classroom norms, and on the quality of their justifications.

According to this rationale, we decided to that 15% of students’ scores would be derived from the peer-evaluation activity and indicated how well they served as evaluators. The score was comprised of: a) number of evaluations provided, b) respecting classroom pre-defined norms, c) quality of justifications, and d) degree of correlation with instructor’s score.
Offline Supports Social sciences Elementary School
 

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Examples of Inquiry
The images of inquiry library is a dynamic database that allows users to search by topic, grade level, teacher, or by features of inquiry. The database provides short narratives for teachers to see how inquiry was used for their selected fields.
Other Others Teachers & Principals
Higher Education
High School
Middle School
Elementary School
 

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Experiment Procedure Chart
This chart has 3 columns (see picture) labeled Procedure Step Description, Thing(s) to be careful about, and How you will be careful. This chart appears in the right-hand frame once the learner clicks the Use Template link next to the Procedure prompt.
Guided inquiry   Middle School
 

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Note prompting to think about contradicting evidence
Exporing rocks in the rock cycle module
The activity flow in the “Rock Cycle” WISE project, starts with a task in which students compare between two rocks (granite and ryolite), which seem very different. Additional information is then provided, about the rocks being comprised of the same building blocks (minerals). This usually creates a cognitive conflict – “How can the rocks look so different if they are made of the same building blocks?”. The flow continues with having students observe thin slides of the rocks under the microscope, to help them understand that both rocks are made of crystals, but that the granite crystals are much larger than the ryolite crystals. The flow then directs students to explore the conditions that affect crystal size, with a hands-on experiment, and eventually leads students to understand the different geologic process which created the rocks. At the end of the project students answer questions that they left unanswered in the beginning of the project.

Other Earth sciences High School
Middle School
 

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Face to face dicussion to support online...
Many studies have shown that peer evaluation is more productive when students are properly prepared (e.g. , Falchikov & Goldginch, 2000; Zariski, 1996). A crucial part of this preparation is involving students in defining criteria for the peer evaluation.

This feature describes a face to face activity, which complements an online peer evaluation. In this activity a class discussion, (which should be led by an experienced instructor) is enacted, to decide what the criteria for a peer evaluation should include. Following the discussion, students vote for their preferred criteria, and the most popular ones are used in the online peer evaluation activity.

After trial and refinement of this feature, we found that for our specific contents, which involve morals and beliefs (which brought to biased scoring at initial stages) it was beneficial to seed the discussion with ideas about non-objective criteria.

The figure attached to this feature shows the resulting criteria in the online peer evaluation activity. These criteria are changed each semester according to students suggestions in the face to face discussion.
Offline Supports Social sciences Elementary School
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Focus Pyramid
On the top of each page is a pyramid symbol that indicates to the students on which content-level the current page is focusing.
Data Visualizations Life sciences High School
Middle School
 

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Global Warming Model
The global warming model will allow students to have an interactive role in representing global warming. Students see model of the earth and the atmosphere. The model has manipulable variables such as the suns radiation, volcanic gases, and air pollution. The variables are linked to a thermometer that changes in response to the variable levels.
Models Earth sciences High School
Middle School
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Graphic Representation of collected data...
Students collect measurement data (temperatures, duration of time, water quality etc.) in a data table. That data is dumped into a graphic organizer that returns it to students as a graph.
Visualization Tools (2D+3D) Earth sciences High School
 

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Graphing student collected data
Students collect data manually, and insert it into the data table. By clicking on one button their data is represented as a graph.
Data Visualizations Physical sciences High School
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Guided inquiry integrated in the Virtual...
The activities draw the user to specific observations, and ask him guided questions about it. This way it motivates users to observe and analyze the events they view while flying in the virtual system.
For example, for helping the user understand moon phases, he/she is positioned above the Moon’s orbital plane to observe the Moon, the Earth and the sun, and asked to pay attention to the changes of the angle between the Moon’s illuminated part and the Earth.
By doing the activities users get more intuitive understanding of astronomy and develop essential visual literacy and information processing skills.
(Yair, Mintz & Litvak, 2001)
Models,
Simulations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Educational Games,
Physical sciences Teachers & Principals
High School
Middle School
Elementary School
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Guiding whole-class discussions in IQWST...
The IQWST teacher guides provides teachers with the following tools that can assist them support class discussions: a) Support for the teacher in recognizing the structure of particular discussions; b) Specific questions and prompts, which are intended as possibilities, not as a script; c) Possible student responses and ways a teacher might respond to them; d) Ways to use student responses to assess understanding (formative assessment); d) Ways to support all students in learning their role in discussion, such as listening and responding to each other instead of only to the teacher.
Offline Supports Multi-Disciplinary Middle School
Elementary School
 

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Hands-on examples of molecular visualiza...
Where dynamic visualizations represent scientific phenomena, especially at the molecular level, bring real-life examples of the phenomenon and allow students to reproduce the phenomenon with real-life objects to help them integrate ideas from the visualizations.
Models,
Open-ended inquiry,
Offline Supports,
Physical sciences High School
Middle School
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Hands-on laboratory investigation
This feature allows students to participate in hands-on investigations outside of the computer environment. The hands-on investigations provide concrete examples of the phenomena students learn about in the unit. Investigations also promote scientific reasoning by getting students to make predictions, observe and record outcome data and create explanations based on their findings.
Offline Supports Earth sciences High School
 

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Heat flow model
Heat Bars is used to help students develop a model for the flow of heat energy. All materials conduct heat energy, but the rate the heat flows will vary greatly for different materials. Each material may be placed along the continuum line from good to bad conductor. Those which are placed near the poor conducting end of the continuum are referred to as insulators.
  Physical sciences Elementary School
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Heat Flow Simulation
This simulation was written in Flash. It illustrates a generic room with table and a hand, where the hand corresponds to the students felt temperature. Students can manipulate the temperature of the room as well as the initial temperature of objects sitting on the table, the size of the objects, and whether those objects are touching each other. Studnets begin an animation of heat flow, which corresponds to time running. The animation shows rate of heat flowing into or out of objects as illustrated by intensity of color and size and direction of arrows. Audio and visual feedback are provided corresponding to the students felt temperature.
Simulations Physical sciences High School
Middle School
 

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Idea Manager
The "idea manager" is a tool that includes two elements. The first element "Your Ideas" is an editing tool that enables the user to keep track of his or her ideas. In this component users are asked to record their ideas about certain issues in different parts of the project. The user can delete an idea from this existing list or submit a new idea. Ideas must be concise enough to fit on one line but users can add as many ideas as they like to their list. The second element "Connect Ideas" is a drag & drop workspace used to answer questions in a visually representative way. The users are asked to explain their answers using ideas from their list. A user can drag and drop an idea from the ideas list onto an idea workspace, producing a map of connected ideas. These ideas, now connected to different concepts, are saved as the project continues, so that by the end of the project users have a map representing their ideas.
Support for Problem solving Life sciences High School
Middle School
 

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Identify a Phase from a Continuous Proce...
In this feature the user is asked to view an animation of cell division. After watching it a few times, he is asked to identify at least three different phases of cell division, give each phase a name, and fill in a description. This feature includes an animation movie of mitosis that can be controlled by the user and an edit entry to every phase which enables the user to add a frame number from the observed animation to each one of the separate phases.
Simulations Life sciences High School
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integrated internet video clips
In an inquiry based investigation of the physics of airbag deployment in a head-on collision, video clips of crash tests give students a better idea of what happens to the car, the passenger, and airbag during the collision.
Other Physical sciences High School
 

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The picture shows the family tree when the mouse is over "Grndpa Ben" - the mother's father. In order to try this feature use the Software URL (on the left side of the feature page) and go to the 2nd step of the 2nd activity ("All in the family")
Interactive family tree
The family tree represents the family pedigree in order to introduce the patient as part of his family, and supply information about other family members that are affected with the CF disease. The family tree, together with the additional data about the expanded family, gives a complete picture of the individuals who are sick in that family. The information helps, later on, to understand the way the faulty CF gene is inherited. The main idea in this feature is passing a lot of data without overwhelming the viewer.
Data Visualizations Life sciences High School
Middle School
 

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Interactive Family Tree in Genetics Simp...
The interactive family tree is a feature that presents a diagram of a family tree. When the user rolls the mouse over any square or circle in the diagram, a pop-up appears with a greeting from the family member and a description of himself. This information is presented in a friendly manner and helps the user find out who in this family has the disease (e.g. cystic fibrosis).
Visual Explanations Life sciences High School
 

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Interactive map of learning environment
The Learning environment space map is a dynamic-graphic guide to Geo3D software content. It has a very clear graphic legend, which shows the user its learning path, location and progress. For example: green color shows the user where he is now. An arrow will show his path, and red color will demonstrate which learning content is already completed. It is accessible as an icon during the all-learning process in a way that student could reach it and see where are they? What assignment they have completed and not completed, and their Location in this software.
Visualization Tools (2D+3D) Earth sciences High School
 

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Introduction and setting of expectations...
This feature includes the introduction to the learning environment combined with the clear list of activities and steps. The introduction explains the idea behind the environment, the time frame, the outcome, and the expectations from the student.
The navigation tool shows the exact steps of each activity, thus letting the student know exactly where he/she is in the general flow of learning.
Other Life sciences High School
Middle School
 

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Journal Organization
Journal Organization is part of the on-line journaling feature of Cases. When a person writes a journal entry, there is a space for subject and date, much like an email. Under the heading of “subject” the date automatically pops-up, and additional information can be added. After submission, each entry is catalogued sequentially by date, again, much like email. The date, subject, and log (data connected to it) and be retrieved for reading or for easy editing (if done within 24 hours).

Note that this feature is connect to the feature: Prompts for Reflection on-Action

Other Others Teachers & Principals
 

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Manipulable models of molecules in Molec...
This model shows a dynamic view representing models. Students can view how their manipulating of temperature changes the speed of molecules movement.
Visualization Tools (2D+3D),
Models,
Physical sciences Elementary School
 

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Manipulative animated 3D illustrations i...
Geo3D enables students to rotate, take apart, and bisect visual illustrations (see figure) of geological structures. These manipulations were designed based on the outcomes of a study that characterized the specific spatial abilities in structural geology (see reference 1). Students were provided these animated illustrations as means for solving visual problems throughout the software.
Visual Explanations Earth sciences Elementary School
Middle School
High School
 

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Meshing Perceptual and Conceptual Ideas ...
eSTEP is developed based on current and developing cognitive theory about the transfer of conceptual knowledge to professional practice. It focuses on integrating facilitated forms of video lesson study with text-based instruction and lesson-design activities. Pre-service teachers study video cases to help them acquire patterns of perceptual knowledge about many different events they will encounter in classrooms. Through integrated study with text and other discourse forms, learners repeatedly mesh this perceptual knowledge with ideas associated with the science of learning. Conceptual knowledge is then applied in lesson-design projects in which students create, critique, and improve justified plans for classroom instruction. The goal is that new teachers enter classrooms with the ability to plan flexibly, using learning science concepts in ways that mesh with their perceptual environment.
Teachers watch videocases of classroom practice and use the threaded discussion to present intitial hypotheses and ideas and then use the online whiteboard to discuss and reflect on their ideas. Their online interactions are complemented with face to face meetings so that they have a sense of a learning community with the other teachers they are interacting with. The combination of face to face and online collaborative tools and learning environments allows the teachers to mesh perceptual ideas (from the videocases and postings to the threaded discussion) with conceptual ideas (through peer interaction and reflection in the online whiteboard).
Asynchronous tools,
Support for Problem solving,
Collaboration tools,
  Elementary School
Middle School
High School
 

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Metacognitive Comparison Question
This question engages the student in ‘thinking about thinking’ by asking her to compare different formats of a problem in terms of which format makes a concept or problem easier to understand or solve. The question can compare entirely different formats, such as a visualization simulator to a word problem, or it can compare similar formats, such as two different visualizations. The question asks the student to answer explicitly how the second format given makes the learning easier or harder than the first.
Open-ended inquiry Physical sciences High School
 

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Mini cases linked to case-related concep...
The video cases are designed to support student (pre-service teachers) problem based learning in an online learning environment. Students study video cases to help them acquire perceptual knowledge about many different “families” of events they will encounter in classrooms. Each video case includes several concepts and how they apply in complex real word situations. The concepts in each video case connect with other resources. When starting learning, students are provided several mini cases related to concepts they would learn in that course. After watching video cases, students are required to analyze them individually and cooperatively using other resources such as My Notes and the Discussion Board in the learning environment.
Each mini case includes not only the video footage itself but also a written transcript of its contents (Steinkuehler, Derry, Hmelo-Silver, & DelMarcelle, 2002), in order to foster student analysis of the problem and learning concept. For development purposes, the designer collected cases and divided them into shorter cases to illustrate student learning.
Virtual Reality Others Elementary School
Middle School
High School
 

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Model-It
Model-It is a learner-centered tool for building dynamic, qualitative based models. Model-It was designed to support students, even those with only very basic mathematical skills, building dynamic models of scientific phenomena, and running simulations with their models to verify and analyze the results. For instance, students can build models of water quality and then test how various pollutants would affect water quality. Model-It provides an easy-to-use visual structure with which students can plan, build and test their models. There are numerous scaffolds in Model-It that supports learning. For instance, we have structured the building of models into a sequence of plan, build and test. This guides students in the process of building their own models.
Models Others High School
 

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Modeling derivatives (in Visual Math)
The model allows comparison of two views; a function view at the top, and a derivative view at the bottom. Using a set of seven graphical icons, learners can build their own function. As they build and manipulate the function, they view how the derivative changes. This model can be used for student-initiated problems or as part of the activities in the Visual Math curriculum.
Visualization Tools (2D+3D),
Models,
Math & Geometry High School
Middle School
 

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Multiple representations for the rock cy...
The Virtual Journey Within the Rock Cycle provides learners with 4 interconnected views of the rock cycle system (see image below):
1) A symbolic model of the system, in which arrows represent geological processes and boxes represent their products (different types of rocks)
2) A block-diagram representing all the areas of formation of each of the geological processes
3) A zoom-in view, where animation illustrates a specific geological process.
4) A text-box explaining the specific geological process.
Visual Explanations Earth sciences Middle School
High School
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Multiple ways to engage with science cur...
Provide principals with multiples ways to engage with science curriculum, such as extended face to face meetings, observing classrooms, talking with students that use science curricular innovation in their classrooms, participating in a national summer retreat, engaging in online discussion and conversing with principal peers in teleconferences.
Offline Supports Others Teachers & Principals
 

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Navigation in the Virtual Solar System (...
The Virtual Solar System contains the sun, planets, moons, asteroids and comets, revolving and rotating on the background of the Milky Way, the stars and constellations.
The 4 navigation tools are (see figure):
1) Four modes of observation: A free mode; Sun-in-Site view; Planetary view; Geocentric view
2) Within every mode the user can change his/her point of view, zoom in or out and fly around the object in any direction.
3) Two-dimensional map of the solar system
4) Changing the speed of the system
(Gazit & Chen, 2003; Gazit, Chen & Yair, under review ;Yair, Mintz & Litvak, 2001)
For details see references and other relevant feature of the VSS in this database.
Models,
Simulations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Physical sciences Teachers & Principals
Higher Education
High School
Middle School
Elementary School
 

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Neutral space for stating non-objective ...
The initial design of the peer-evaluation activity included criteria that were derived from students’ suggestions in a classroom discussion that occurred prior to the presentations and included the following: a) is the uniqueness of the school apparent? b) is the rationale clear? c) are the activities that take place in the school demonstrated clearly? The activity included an online form in which students were required to grade each of the group-presentations between 1 (poor) to 7 (excellent). The form also included text fields for students to justify their grading according to the three criteria (see figure).

Following an implementation of this version it was evident that for this specific context, in which the contents that are evaluated have to do with beliefs and morals, which bring to biased scoring (see field-based evidence below), we added another text field called My personal opinion about this school. This field was not considered a criterion that should effect scoring. Rather, it was intended to provide general feedback for presenters as to the degree of acceptance of their ideas among other students.
Evaluation Tools,
Collaboration tools,
Social sciences Elementary School
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Note taking in WISE and SCOPE
WISE enables taking notes in which students explain their ideas at different stages of the learning process.
    Elementary School
 

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Objective-Inquiry Graphic
When a user selects a lesson in the images of inquiry library, objectives are for the lesson are shown. Under the objective, a graphic highlights how this lesson fits in with inquiry standards. The graphic is simple but displays a lot of information in a concise, elegant format. The graphic is used on all of the lessons in the images of inquiry library to help users see how each lesson fits in with inquiry standards.
Other Others High School
Middle School
Elementary School
Teachers & Principals
 

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Oscillation and Resonance Simulation
A “CONCEPTUAL DESCRIPTION”: Resonance is not something that just happens all of a sudden, but there is a dynamic process that leads to it that usually happens very fast. Most of the times the oscillator and the driving force (more simply, the hit) are not in phase. In these cases resonance will occur, but only after a while (a very little while). At first the system will be out of phase and gradually it will settle down into a stabilized mode – this is “phase locking”. This is the aspect of the resonance phenomenon that this simulation was designed to highlight. The idea of the simulation is to focus on the phases of the oscillator and the hit so we would be able to watch the phases move with reference to one another.

SOME DETAILS: The bar animation representation at the bottom has two bars moving on the screen. One (red) represents the phase of the ball, and the other (blue) represents the time. Every time the blue bar passes the blue rectangle, there is a beep indicating that a hit is given. As these two bars move, the difference between them varies as a result of the hit given and also of the difference in frequencies. There are three additional representations: (1) the oscillating object – the oscillator is represented by a ball moving back and forth; (2) the energy bar – indicating the energy of the oscillator; (3) the phase wheel – an arrow, representing the phase of the oscillator circling around; The system has two modes – a manual mode and an automatic mode. In manual mode, students can manually control the timing of each impulse. This is mainly to help one get the feel for how the simulation works and how some of the representations function. The bar animation is absent in manual model. In automatic mode, the hit is given periodically.

Models,
Simulations,
Physical sciences High School
 

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PDA Form
PDA Forms were created for use with WISE projects that incorporate the functionality of handheld computers (e.g., Palm, PocketPC, etc.). The Forms are simply html, web designed pages that the students (or teacher) download onto the PDA (via Fling It, Avantgo or similar programs). These Forms are a way of allowing students to collect quantitative and qualitative data while away from their desktop computers. Students enter the data directly into the PDAs for later upload to the WISE server. The Forms scaffold the data collection process and the learning process by providing students with pre-designed prompts, multiple choice lists (see image 1 below), pictures of relevant objects (creatures, phenomena, etc.) (see image 2 below), hints, and opportunities for recording reflections on observations/experiences (see image 3 below). WISE project designers determine the number of Forms and the parameters for each prompt on the Forms, such as numeric data input, multiple choice, write in text. Once the data is collected, students sign the Form and it is saved in the PDA. Single students can fill out multiple Forms on the same PDA and multiple students can use the same PDA and their data will be recorded separately. Once the data is transferred to the WISE server, another Feature (PDA Data Analyzer) displays the data to the students in designer designated formats.
Guided inquiry,
Ubiquitous computing tools,
  Elementary School
Middle School
High School
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Pedagogica--a tool for embedding tools a...
Pedagogica controls all aspects of a tool or model and can coordinate other multimedia resources with the software to create a powerful sequence of learning activities. It controls the opening screen or initial conditions, the options available to the user, and the surrounding environment which can include other applications, Flash, QuickTime, text, questions, or responses. Applications can talk to one another, so that, for instance, a probe can generate data for a molecular simulation. Pedagogica can also monitor student actions and responses and generate research data and assessments based on these data. Finally, Pedagogica also controls what comes next, which can be one or more Pedagogica screens. Pedagogica is controlled by a script written in JavaScript.
Guided inquiry Others Elementary School
Middle School
High School
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Personalized problem description in Gala...
In Galactic Exchange we tell the students that you find yourself on another planet and that you have to solve a problem.
Other Math & Geometry High School
Middle School
 

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Personally-Seeded Discussions
Following the predictions and data gathering in a hands-on lab, students create principles to describe patterns in their data using a web-based principle builder that is essentially a series of pull-down menus allowing students to string together these phrases to construct a principle mirroring principles that they had already written in their notes. The student-constructed principles appear as the seed comments in the online discussions. To help students develop a repertoire of models, the text-based CSCL software automatically groups students in electronic discussions with peers who have different perspectives. The groups critique and discuss these principles, working toward consensus. The discussion develops around the different perspectives represented in the seed comments by each student group, ideally through a process of comparison, clarification, and justification.

Structures like these personally-seeded discussions support the actual practices and daily tasks of the students as they engage in inquiry, which involve constructing explanations for scientific observations. Students work to clarify and justify their own scientific principles, comparing and contrasting them with other students’ principles. This approach takes advantage of findings on the importance of personal relevance. Finally, thinking is made visible for students as they elaborate upon and justify their ideas. By having students explain and defend their own principles, students not only take an interest in their own ideas, but also take interest in responding to and critiquing the other ideas in the discussion. The role of the teacher shifts from presenting alternative views to helping students understand those alternatives, ask for clarification, and refine their own ideas. This type of activity structure therefore facilitates online discussions where students were successfully sharing their conceptual resources in the common task of refining their own ideas.
Asynchronous tools   High School
Middle School
Elementary School
 

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The two models: On the left: computerized modle showing two perspectives of the sun, earth, moon system. On the right: illustration of how kids use the pysical model. The model is a ball painted half white and half black (representing the moon, in which
Physical and computerized models to illu...
This feature is part of the moon phases module in WISE.
To explore why the moon has different appearances every day, students use two models, one physical and the other computerized. Each of the models is a different representation of the Sun-Earth-Moon system, and represents the phenomenon from a different perspective. The use of the models is scaffolded by guiding questions (see figure).
Visualization Tools (2D+3D),
Models,
Earth sciences Middle School
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The two models: On the left: computerized modle showing two perspectives of the sun, earth, moon system. On the right: illustration of how kids use the pysical model. The model is a ball painted half white and half black (representing the moon, in which
Principals experience TELS from the poin...
A small group of principals (4-10) that are implementing a new science-technology curriculum meet with (a) teachers that use the new curriculum (b) students that have experienced the new curriculum and (c) policy makers that are familiar with the resource issues in implementing the new curriculum. Principals meet with each of these constituencies separately. During the meetings, principals ask these ‘experts’ questions about their experience with TELS in order to elicit and distinguish their own criteria for successful TELS implementation.
Guided inquiry   Teachers & Principals
 

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Principle Maker
The “Principle Maker” is a tool used in the “Thermodynamics: Probing Your Surrounding” TELS project (Clark & Sampson, 2007). Using this tool students create general principles that summarize their understanding of data collection and simulations from previous stages in the project. The students use a series of pull-down menus in order to construct a principle. Each pull-down menu gives a list of possible phrases to choose from. These predefined phrases represent components of principles students typically use to describe heat flow and thermal equilibrium that were identified through the conceptual change literature.
Open Ended Construction Tools,
Guided inquiry,
Physical sciences High School
Middle School
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Prompts for Reflection-on-Action
Prompts for reflection are a part of teachers online journal tool. They appear as sentence starters or questions listed on the left side of a teachers online journal. Two to six prompts are listed under each of three different categories - thinking about today, planning ahead and general thoughts. A teacher selects a prompt from the left column and the prompts appears in the journal. For example I selected the prompt how will I know if my obectives are met under the category planning ahead. This prompt appeared in my journal and I began writing thinking about this question.
Collaboration tools Life sciences Teachers & Principals
Higher Education
High School
Middle School
Elementary School
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Prompts for Reflection-on-Action in CASE...
An important feature in CASES environment (Curriculum Access System for Elementary Science Teachers, an online environment designed to support preservice and inservice elementary and middle school science teachers) is called Prompts for Reflection.
These prompts appear as sentence starters or questions listed on the left side of a teachers’ online journal tool. Building on Loughran and Gunstone’s (1997) notion of anticipatory and retrospective reflection, two to six prompts are listed under each of three different categories: a) thinking about today, b) planning ahead, and c) general thoughts. For example a teacher can select a prompt “How will I know if my objectives are met?” under the category “planning ahead”. This prompt appears in her journal and she can begin thinking and writing about this question.
Other Others Teachers & Principals
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Real-time display of abastract represent...
Abstract representations such as graphs involve a complex syntax that must be learned before the representation is useful. Representations that are introduced with insufficient attention to student understanding only add complexity and result in confused learners. Coupling a familiar, direct experience with a more abstract representation of that experience is a helpful way of letting the student learn about the abstract representation.
Models,
Simulations,
Data Visualizations,
Educational Games,
Physical sciences Elementary School
Middle School
High School
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Relate evidence of student & teacher lea...
Principals in a small group (4-10) examine evidence of student and teacher learning in relation to the TELS curriculum. Principals, through conversation, contextualize this information in terms of their school organizational and administrative dimensions such as available resources, curriculum sequence and scheduling, and assessment.
Other Others Teachers & Principals
 

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Representations of motion at changing sp...
This feature allows simulating motions with constant acceleration/deceleration. Beside a simulation itself this feature presents the motion in another ways: traces of a moving ball, increasing change with constant differences and X increasing in time (distance/time graph).
Following parameters are configurable in this feature: motion direction, acceleration and initial velocity. Arrows in stair diagram of increasing change with constant differences are equal to arrows that presented in the distance/time graph and represents distance changes in intervals of time.
Initial velocity and acceleration are defined with signed values. This allows simulating various kinds of motion: deceleration, acceleration, constant velocity.
Models,
Simulations,
Visual Explanations,
Guided inquiry,
Math & Geometry Elementary School
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Review of change over time.
Science often involves the detailed observation of phenomena. The goal is usually to connect a cause to subsequent effects: force causes a motion, squeezing a plastic bottle causes the temperature and pressure to increase, adding a catalyst speeds up a reaction. If we can use technology to capture the event and allow students to study it in detail, they can learn by tracing the strands of causes and effects.
Models,
Simulations,
Data Visualizations,
Guided inquiry,
Ubiquitous computing tools,
Physical sciences High School
 

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Scaffolding templates for writing a Stor...
This feature includes scaffolding instructions for the student to write a personal interest story for the school newspaper about Eric (who has a genetic disease) and his wife Linda. The instructions are presented to the student as part of a student journal which is divided into three boxes. First the student must write a captivating introductory paragraph to capture the readers interest. Second, the student writes the main body paragraph that includes a discussion of the genetics behind Eric’s disease and the probability of Linda’s new baby being affected with the disease. In the third box, the student writes a conclusion including the significance of Eric’s story and why it is important for people to know about inherited traits. Besides offering the 3 box organization, the feature also provides the students previous notes from the project. In this way, the student is encouraged to make use of his previous thinking in writing this informative and heart-warming article.
Other Life sciences High School
 

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Science Research Link
This feature provides links to students to real-world scientific research. For example, in a study on Down’s syndrome a link is provided to an article on genetics research from Case Western Reserve university. Another link provides a definition of Down’s syndrome from the National Down Syndrome Society web pages. There are also links to real science labs, with descriptions of staff, research agenda, etc.
Guided inquiry Life sciences High School
 

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SenseMaker tool in WISE: A tool for carr...
SenseMaker is a software tool developed as part of the KIE project that helps students figure out the relationships that exist between a number of different Web resources. As they investigate pieces of Internet evidence, students organize the items from the Web into categories (or frames) in Sensemaker. The SenseMaker they construct can be an argument they use as part a debate project or as an organization of different resources during a design project. SenseMaker helps students understand and use the diverse range of information found on the Web.
Source: http://www.kie.berkeley.edu/sensemaker/
With SenseMaker, students sort evidence according to their relevance to particular problems and their position in scientific debates.

In the picture: In The How Far Does Light Go? Debate, students use SenseMaker to sort out many data supporting different sides of the debate. Later in the project, students are assigned a position and must defend it in a class debate.
Communication Tools,
Guided inquiry,
Others High School
Middle School
 

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Standards Table: Guidelines for Writing...
This feature is a standard rubric which serves as a guideline for writing notes for students, and also as an evaluating standard for the teacher. As students work through this project, they make notes about what they learn. The evaluation standards table contains guidelines for them to use when they write their notes and also presents to them the standards that their teacher may use to evaluate their work.
Evaluation Tools Earth sciences High School
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Student pair-teaching of theoretical top...
In this feature, pairs of students are responsible for teaching a topic about assessment to the rest of the class. Initially, each pair of students studies a topic chosen from a pre-assigned list of articles. Then, the pair leads an online discussion, poses introductory questions in a forum, and takes responsibility for facilitating the discussion. Finally, they present a summary of the online discussion during a face-to-face meeting, and, using additional references, they deepen the dialogue.
Other Multi-Disciplinary Higher Education
Teachers & Principals
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Students design, develop, and instruct a...
This feature scaffolds students (working in groups) to design and develop their own two-week mini-course. Initially, each group learns the contents for its mini-course (an issue in online learning and instruction) by reading and discussing relevant literature. Then the group designs the mini-course (syllabus, schedule, activities involving creation of cooperative and collaborative online artefacts, scaffolding, etc.) that implement these contents. Finally, the group teaches its mini-course online to the rest of the class.
Other Social sciences Teachers & Principals
Higher Education
 

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Suite of activities for student use of e...
This features is a suite of activities, which take advantage of molecular modeling software originally designed for experts, such as WebLab Viewer and ISIS-draw. Guided by this suit of activities, students construct 2D representations of chemical substances using ISIS-draw, and then use Weblab to transform the 2D representations into a 3D (framework, ball-and-stick, or space-filling) image. Students compare their representations to those of their peers.
Visualization Tools (2D+3D),
Models,
Offline Supports,
Physical sciences High School
 

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Supports for teacher collaboration in eS...
In eStep learners (pre-service teachers) read and view a case study that presents a classroom dilemma. They individually reflect on the dilemma and propose an initial solution. Then they collaborate with other learners to collectively arrive at a revised solution. The lesson ends with individual critiques of the group solution, and reflection on the learning, collaboration, lesson design, and usefulness of the solution to their own professional practice.
Collaboration tools Social sciences Teachers & Principals
 

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Switch from Data to Graph View
This feature enables the student to switch from a table view of data into graph view. The student is asked to enter the data into a table and click the Switch to Graph View button on the bottom of the page. He or she can use data from real experiments in the lab. Alternatively, he or she can simply use the data that comes with the table. The data consists of temperatures that were recorded every minute while a sample of H2O was heated at a constant rate. The graph presents the heating curve of H2O.
Data Visualizations Physical sciences High School
 

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System of scaffolds for participating in...
SMILE is a suite of scaffolding tools, each of which helps with a variety of planning, doing, and reflection/interpretation activities. The tools are integrated through a system of scaffolding that repeats in each tool. SMILEs system of scaffolding has 5 parts: (1) tool sequences make process sequence visible (e.g., interpret a case, try to apply its lessons, assess how good its application might be),(2) within each tool, structured questioning makes the task sequence clear (e.g., in designing an experiment, identify the question to be asked and hypothesis, the variable to be varied, the ones that need to be kept constant, number of trials, ...), (3) for each task in the sequence, SMILE has hints and (4) sample nice answers, and (5) for some tasks in the sequence, SMILE provides a template or chart to help with lining up ones reasoning (e.g., the design decisions chart mentioned above).
Guided inquiry   Elementary School
Middle School
High School
 

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TAPPED IN uses familiar academic setting...
Description: use of activity structures, metaphors, and language of academic settings to support the norms and assumptions of teaching and learning. Examples include: 1) the academic campus metaphor for Tapped In as a whole 2) the discussion seminar format with defined roles of leader and facilitator, and 3) projection of text pages in the Tapped In window and other Web pages in a parallel window to provide visual information and focus discussion (akin to projection of slides in a seminar or classroom).
Communication Tools Others Elementary School
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Teacher manager tool for viewing and gra...
The TELS learning environment (WISE) includes tools for teachers that show student work as they participate in a curriculum module. Students responses to the embedded notes provide a rich measure of their understanding (Linn et al., 2006). In the TELS learning environment, teachers have immediate access to students responses so that they can adapt their teaching practices in real time to address issues. They can also grade students work following their participation and use a tool to electronically send students a message about their progress and what they need to do in order to perform better. A teacher can grade students responses on a given day and send comments to them regarding their work. On the following day, as students log into the module, they will see the message from their teacher.
Data Visualizations,
Evaluation Tools,
Others Teachers & Principals
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Teacher's PET
Teacher’s PET stands for Teacher’s Portal and Educator’s Toolbox. The PET provides a wide range of tools to learn and manage WISE projects. These would include managing student groups, on-line assessments, communication with other teachers via on-line communities, and guides to the pedagogy of the WISE learning environment.
  Social sciences High School
 

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“Stair” model for constant rate of change in Visual Math
The model of constant rate of change in ...
Students define a linear function by choosing abscissa steps, initial ordinates, value, and change factors. The defined function is represented as a table of values and as points on a coordinate system. Students can enter an algebraic expression of the linear function and to see its graph on the same system of coordinates. Students can connect the slope of the linear function to the rate of change of the function and observe that a linear function has a constant rate of change.

Models,
Visual Explanations,
Guided inquiry,
Support for Problem solving,
Math & Geometry Middle School
High School
 

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The WISE inquiry map
The inquiry map is a dynamic-graphic guide to WISE projects. Each WISE project includes a banner that graphically represents the steps of the inquiry in the project. This enables students to get an overview of the project, as well as to expand and collapse each project into it’s activities and steps.
Visualization Tools (2D+3D),
Inquiry Tools,
Others Higher Education
High School
Middle School
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Thermal Equilibrium activity
The Thermal Equilibrium activity uses cartoon bubbles to depict the connections beetween the thermometer, temperature scale, and hand.
  Physical sciences Elementary School
 

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Encouraging students to play an active role while watching an animation by having them count molecules
Time-travel machine animation
The time-travel machine animation enables students to travel back in time while collecting data concerning the number of CO2 molecules that were in the air in different eras. Students count and document the number of CO2 molecules in the air on their journey back in time.
Visual Explanations Physical sciences High School
 

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Two-dimensional map in the Virtual Solar...
The two-dimensional map of the solar system is similar to the known traditional map. The map is dynamic, and it is changed continuously according to the three-dimensional picture. The user’s location and observation point of view, with respect to the viewed object and to the entire solar system, is marked on the map by a dynamic camera icon. The user can navigate in the virtual environment through the two-dimensional map. This way the map helps the user to orient and navigate in the virtual reality, and the learning may be easier. It also helps overcome the sense of bewilderment that is sometimes caused by viewing an unfamiliar rotation of a planet (such as the planet Uranus).
The user can choose whether or not to have the map on the screen.
(Gazit, Yair & Chen, under review; Yair, Mintz & Litvak, 2001)
Models,
Simulations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Educational Games,
Physical sciences Teachers & Principals
Higher Education
High School
Middle School
Elementary School
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Using the nature of smell to provide evi...
Almost everyone has had the experience of smelling something good while it is cooking on the stove even though they’re not standing near the stove. What is smell and how can you smell an object across a room? Something that your nose can identify must be coming from the stove and traveling across the room to you. What is it that comes from the stove and how does it move? The 6th grade IQWST chemistry unit uses the nature of smell, around which the entire unit is organized, to discuss the particle nature of matter, particle motion, phase change, and scientific modeling.
Offline Supports Life sciences Elementary School
 

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Video Analysis Tools
In an inquiry based investigation of the physics and safety of airbag deployment in a head-on collision, video clips of crash tests give students live video data on what happens to the car, the passenger dummy, and the airbag during test collisions. This feature gives students the freedom of viewing a fast process with pause and replay capabilities to investigate the process visually. Students can use the Seek button to slide to any frame in the movie they wish to examine more closely. Students are given tasks of analysis within a single video such as estimating the time taken for an airbag to deploy, identifying the order of events that occur during a collision, or determining what factors may contribute to increased risk of injury. Students are also given comparative tasks across videos such as watching the same video at two separate points in the exercise with instructions to focus on differing elements. An example of such coaching would be “Does the airbag begin to inflate exactly when the car touches the barrier? Why do you think this is?”
Visual Explanations Physical sciences High School
 

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Virtual navigation within the rock cycle...
The Virtual Rock-Cycle is designed to develop systems-thinking in the context of the rock-cycle by enabling students to navigate within a virtual model of this geological system. Navigation is done by choosing processes that “transfer” learners between different rock-forming environments. For instance students can choose rapid cooling of magama to navigate into a the volcanic eruption area, or slow cooling to navigate to a plutonic area.
Models,
Educational Games,
Earth sciences Higher Education
High School
Middle School
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Visual display of information seeking be...
The IMMEX program presents students with a complex problem to solve and a menu of links to different sorts of informatino. A graphic is created when the student finishes the problem showing the types of information sought by the student. By visually representing the types of information sought by the student and the overall problem-solving strategy IMMEX offers potentially valuable feedback for teachers and students.
    Elementary School
 

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Visual representations of abstract entit...
The orbital lines are colored red or blue.
Models,
Simulations,
Visual Explanations,
Virtual Reality,
Open-ended inquiry,
Guided inquiry,
Educational Games,
Physical sciences Teachers & Principals
Higher Education
High School
Middle School
Elementary School
 

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What this project is about: Project Intr...
This feature is used as an introduction to the project. It displays at the beginning of the project and previews what will be learned and how.
Other Earth sciences High School
 

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Whole-class collaboratively constructed ...
This feature consists of three successive stages:

(a) In the first stage, students acquire knowledge in specialization groups. Each individual takes part in a specialization group, which studies one philosophical perspective via literature reading and discussion in a forum.

(b) In the second stage, all students in the class collaboratively create a Wiki table from contributions of individuals and groups:
Individuals return to their home-groups as experts in one perspective and they are responsible to teach this perspective to other members of their group (Jigsaw). Each individual is responsible for one cell and each group fills the contents of one row in the Wiki table. Each row synthesizes one aspect of one of the philosophical perspectives. As a result, a whole class knowledge table (see figure) is obtained.

(c) In the third stage, students are invited to edit and refine contributions of their peers in the Wiki table. The Wiki table created in this feature serves as a resource for further learning.
Collaboration tools Social sciences Higher Education
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WISE Advance Guidance page for Web sites...
The WISE project researched the most effective approach to designing advance guidance for Web pages. The WISE Advance Guidance page also called the WISE Cover Page was developed. In 1996, Slotta conducted an experiment where he varied the content on this page to test its impact on students ability to critique Web pages and ask critial questions about them. Based on the results of this experiment (published as a book chapter in Jacobson and Kozma, 2000), Slotta determined the following composition for advance guidance:
- Cognitive hints about using the Web site as evidence
- Strategic hints about where to focus attention
- Procedural hints about how to navigate or use the site
Guided inquiry   High School
Middle School
Elementary School
 

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WISE authoring environment (Project Mana...
The Project Manager is a complete authoring environment for designing and publishing curricula in WISE. A designer can create new project steps, access WISE curricular tools, and link to evidence and content available on the Internet. It is also allows teachers and curriculum designers to customize existing WISE (Web-Based Inquiry Science Environment) curricula to local conditions in addition to creating original projects.

Open Ended Construction Tools   Teachers & Principals
 

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Work Reviewer
The Work Reviewer is a page of summary content (including graphs) and hyperlinks which provides a one-stop accessible place for students to review all the previous data and notes they produced. It is a prefatory screen to the Principle Maker screen where students compose a scientific principle from their data and notes. Students may also edit notes from here.
Guided inquiry Physical sciences High School
 

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WorldWatcher Diagram Windows
WorldWatcher diagram windows are essentially diagrammatic menus which help users navigate datasets and understand their relationships. They are designed around domain-specific uses.

For example, the Energy Balance diagram (see EnergyBalance.jpg) supports investigations of climate, and the Geography diagram supports investigations of human and physical geography (additional diagrams can be created whenever new data is added).

Diagrams can also be created for other purposes-- for example, WorldWatcher incorporates a Welcome to WorldWatcher (see Welcome&Intro.jpg) diagram which serves as a top-level menu for accessing introductory materials, curricular activities, and data diagrams.
Visual Explanations,
Inquiry Tools,
Earth sciences High School
Teachers & Principals
 

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WorldWatcher Notebook windows
The multimedia notebook windows provide teachers (and curriculum developers) with an editable, linkable authoring environment in which to author WorldWatcher activities. Notebooks can link to datasets, data menus, resource folders, and other notebook windows. Users can create their own notebook windows or use existing ones (see notebooks.jpg). Applications for notebook windows: - Student worksheets - Tutorials and demos - Menus of activities - Records of student work - Advice and professional development - Help documentation
Inquiry Tools,
Guided inquiry,
Earth sciences High School
Teachers & Principals
 

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Zooming from Macro to Micro animation
This features is an animation illustrating global warming and greenhouse effect which also enables students to gradually zoom into the phenomenon until the molecules composing the air can be viewed. The Zooming is pre-designed into the animation and is not controlled by learners.
Visual Explanations Physical sciences High School
 

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Zooming-in: From the big picture to the ...
This feature is an interactive picture illustrating Mammoth Mountain in California. The picture has two interactive hot spots that enable students to zoom in on two different parts of the mountain. Each zoom produces a pop-up picture of the type of rock that exists at that place on the mountain, and includes a more detailed picture of the rock and its name.
Visualization Tools (2D+3D) Earth sciences High School