The Rationale Behind the Feature (Specific Design Principle):
Tools/models and their educational uses should be separated. Attempts to integrate educational applications into general-purpose tools and models results in compromises and decisions that limit their educational value. Either they are too complex for the beginner or too limited for the expert. Too often the guidance provided to students is too general or inappropriate.
Context of Use:
In spite of the best educational theory, we find the need repeatedly to fine-tune the guidance provided to students on the basis of classroom observation. Because Pedagogica is scripted, we can easily change the way a lesson works overnight and be in the classroom the next day with a revised lesson.
Horwitz, P., & Christie, M. (1999). Hypermodels: Embedding curriculum and assessment in computer-based manipulatives. Journal of Education, 181(2), 1-23.
Horwitz, P., & Tinker, R. (2001). Pedagogica to the rescue: A short history of hypermodels. @CONCORD, (The Concord Consortium) 5(1), 1, 12-13.
Tinker, R. (2001a). Hypermodels: New tools for learning. @CONCORD, (The Concord Consortium) 5(1), 2-3.
Tinker, R. (2001b, Aug. 9). Molecular dynamics hypermodels: Supporting student inquiry across the sciences. Paper presented at the Gordon Research Conference on Science Education and Visualizations, Mt Holyoke College.