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.