Gas Laws and beyond : Strategies in exploring models of the dynamics of change in the gaseous state

How can we characterize the ways in which students explore computer models to search for information? In the Modeling Across the Curriculum project, we enable students’ exploration of computer models that are embedded in a supporting script. The Connected Chemistry learning environment is one such model-based curricular unit. Connected Chemistry employs multi-agent NetLogo (Wilensky, 1999a) models to empower the students’ manipulation and observation of chemical “entities” at the molecular level as well as the resulting aggregate patterns. The first Connected Chemistry unit is on the topic of gases: Gas laws, and Kinetic Molecular Theory. We provide an analysis of student’s explorations within computerized models, as derived from computer logs of their actions and the models’ changing properties and learning contexts. We have conducted four studies into the patterns of students’ model exploration. The studies show the following: (a) Students employ four distinct patterns of model exploration; (b) Students are consistent in their use of a specific pattern; (c) Some specific features of these patterns change when the goals change; (d) More than half of the students take advantage of the affordances of more powerful exploration tools to improve their search for information; (e) Almost half of the students adapted their exploration strategy to the underlying mathematical relationships. The results are discussed in terms of science inquiry skills, styles in information search in digital spaces and the educational implications of these findings. To demonstrate our analysis of the extensive log files, we present an analysis of the learning path of one student engaged in Connected Chemistry activities. We then discuss the planned future work in tying in these findings with the students’ prior knowledge and learning outcomes. Levy & Wilensky: Gas laws and beyond