Beaumie Kim Suneeta A. Pathak Michael J. Jacobson Baohui Zhang  Janice D. Gobert,Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics,Springer Science+Business Media New York 2015
Abstract Model-based reasoning has been introduced asan authentic way of learning science, and many researchershave developed technological tools for learning withmodels. This paper describes how a model-based tool,BioLogicaTM, was used to facilitate genetics learning insecondary 3-level biology in Singapore. The research teamco-designed two different pedagogical approaches withteachers, both of which involved learner-centered ‘‘explo-ration and reflection’’ with BioLogica and teacher-led‘‘telling’’ or ‘‘consolidation.’’ One group went through thestand-alone BioLogica units for all topics prior to a seriesof teacher-led instructions, whereas the other group wasengaged in teacher-led activities after using BioLogica foreach topic. Based on the results of a series of tests ongenetics, the groups performed differently from what theteacher had expected. We explore how the design of thetwo approaches and interactions among students mighthave contributed to the results.

 MVT-Bio-JOST-circulation.pdf