ivi.fnwi.uva.nl...2011/10/31 – Extension deadline 2012/01/31 2012/06/03 University of Brasilia...

20111031 ndash Extension deadline 20120131 20120603 University of Brasilia (FUB) Version 07 (final) PU (public) Paulo Salles Adriano Souza Gisele Morison Feltrini Isabella Gontijo de Saacute Carlos Eduardo Marinelli Pedro Assumpccedilatildeo Costa e Silva Emiacutelia Braga Vanessa Tunholi Camila Pianca Pedro de Podestagrave Uchoa

Delivery date Submission date Leading beneficiary Status Dissemination level Authors

D731

FUB evaluation of DynaLearn final software

Deliverable number

Deliverable title

Project number Project acronym Project title Starting date Duration Call identifier Funding scheme

231526 DynaLearn DynaLearn - Engaging and informed tools for learning conceptual system knowledge February 1st 2009 36 Months FP7-ICT-2007-3 Collaborative project (STREP)

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Abstract

This Deliverable describes 14 activities aiming at the evaluation of DynaLearn software These activities involved 108 persons including secondary school students secondary school deaf students hearing school students in acceleration class and experts in biodiversity conservation Conceptual understanding the use of Virtual Characters and Semantic Technology were addressed Among the evaluators two groups deserved special attention given their specific situations the LTS (Long Term Studies) students who had a broad view of DynaLearn and gave their opinion in each activity and the deaf students because of their special needs

The results showed that DynaLearn was positively evaluated being thus accepted The results of conceptual modelling activities with LTS students Hearing students and Deaf students demonstrate the DynaLearn capabilities to improve the studentsrsquo conceptual understanding The students also felt very motivated to use the Hamster in their modelling activities Grounding feature also proved to be a very good tool for understanding concepts

The results of Long Term Studies showed that the students improved their understanding of DynaLearn along the year Their evaluation of the modelling elements showed that they believe that the qualitative models are a good way to represent concepts to understand different phenomena because the language used is easy and can be learned without major problems thus motivating them to use DynaLearn

The Deaf Students found it helpful to use the models to develop their understanding of the potential behaviour of systems Learning Space 2 and 4 were the ones that contributed most for their understanding of concepts Regarding identification of relevant information from a given text the students were not unanimous but still the majority found it easy or very easy

Finally 956 of all the evaluators considered that DynaLearn is a good or very good tool for educational purposes and 829 agreed or totally agreed that modelling in DynaLearn opened up new ways for thinking about systems These results confirm the potential of DynaLearn for making a difference in science education

Acknowledgements

We would like to thank the participants in our evaluation activities for dedicating their time and energy to our project Thanks to the Secretary of Education of the Federal District ndash Brasiacutelia the Directors and the staff where our evaluation activities were carried out Thanks also to the DynaLearn project colleagues particularly those involved in WP7 for their support and valuable contributions during the evaluation design and results analyses

Internal reviewer

Bert Bredeweg (UvA)

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Document History

Version Modification(s) Date Author(s) 01 Report Structure 2011-11-20 Adriano Souza Paulo Salles 02 First draft 2011-12-20 Adriano Souza Paulo Salles

03 Second draft 2012-04-20 Adriano Souza Paulo Salles Carlos Eduardo Marinelli Isabella Gontijo

04 Third draft 2012-05-20 Paulo Salles Adriano Souza 05 Fourth draft 2012-05-25 Paulo Salles Adriano Souza 06 Version sent to internal review 2012-05-29 Paulo Salles Adriano Souza 07 Final version 2012-06-02 Paulo Salles Adriano Souza

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Contents

Abstract_________________________________________________________________________________ 2

Acknowledgements _______________________________________________________________________ 2

Internal reviewer _________________________________________________________________________ 2

Document History ________________________________________________________________________ 3

Contents ________________________________________________________________________________ 4

1 Introduction ___________________________________________________________________________ 8

11 General framework for the evaluation activities _________________________________________ 8

12 Previous evaluation activities ________________________________________________________ 8

2 Overview of all activities _________________________________________________________________ 10

21 List of participants ________________________________________________________________ 10

22 Distribution of participants in evaluation activities ______________________________________ 12

23 Overview on all the evaluation activities ______________________________________________ 13

24 Environmental science topics explored in evaluation activities ____________________________ 13

25 DynaLearn features evaluation instruments and statistical analyses ________________________ 14

3 Methodology _________________________________________________________________________ 17

31 Special evaluation studies __________________________________________________________ 17

311 Evaluation based on Long Term Studies _________________________________________ 17

312 Evaluation activities with deaf students _________________________________________ 17

313 Evaluation activity with conservation biology experts ______________________________ 18

314 Evaluation activity with pre-secondary school students (CED03) _____________________ 18

315 Evaluation activity with secondary school students (CEM01) ________________________ 18

32 Evaluation activities in Conceptual modelling __________________________________________ 19

321 Exploring Causality _________________________________________________________ 20

3211 Activity 1 ____________________________________________________________ 20

3212 Activity 6 ____________________________________________________________ 21

3213 Activity 16 ___________________________________________________________ 22

322 Systems thinking and qualitative systems dynamics _______________________________ 23

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3221 Activity 13 ___________________________________________________________ 23

3222 Activity 14 ___________________________________________________________ 23

323 Modelling progression towards LS6 ____________________________________________ 24

3231 Activity 10 ___________________________________________________________ 24

3232 Activity 11 ___________________________________________________________ 25

3233 Activity 12 ___________________________________________________________ 26

324 Conservation biology experts _________________________________________________ 26

3241 Activity 18 ___________________________________________________________ 27

33 Evaluation activities with Teachable Agents ___________________________________________ 27

3311 Activity 2 ____________________________________________________________ 28

3312 Activity 7 ____________________________________________________________ 29

3313 Activity 15 ___________________________________________________________ 30

3314 Activity 17 ___________________________________________________________ 30

34 Evaluation activity with Grounding __________________________________________________ 31

3411 Activity 5 ____________________________________________________________ 31

4 Results _______________________________________________________________________________ 33

41 Results obtained on Conceptual modelling ____________________________________________ 33

411 Causality ndash influences and proportionalities ______________________________________ 33

4111 Activity 1 ____________________________________________________________ 33

4112 Activity 6 ____________________________________________________________ 35

4113 Activity 16 ___________________________________________________________ 35

412 Systems thinking and qualitative systems dynamics_______________________________ 36

4121 Activity 13 ___________________________________________________________ 36

4122 Activity 14 ___________________________________________________________ 36

413 Modelling progression in LS4 LS5 and LS6 ______________________________________ 37

4131 Activity 10 ___________________________________________________________ 37

4132 Activity 11 ___________________________________________________________ 38

4133 Activity 12 ___________________________________________________________ 38

414 Conservation biology experts_________________________________________________ 39

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4141 Activity 18 ___________________________________________________________ 39

42 Results obtained with the Teachable Agent ___________________________________________ 40

4211 Activity 2 ____________________________________________________________ 41

4212 Activity 7 ____________________________________________________________ 43

4213 Activity 15 ___________________________________________________________ 44

4214 Activity 17 ___________________________________________________________ 44

43 Results obtained with Grounding ____________________________________________________ 45

4311 Activity 5 ____________________________________________________________ 45

44 Results of special evaluation studies _________________________________________________ 45

441 Results of evaluation based on long term studies _________________________________ 45

4411 Questionnaires obtained in the first and second semester of activities ___________ 45

442 Results of evaluation with deaf students ________________________________________ 46

443 Questionnaires about DynaLearn modelling elements _____________________________ 49

5 Discussion and concluding remarks _______________________________________________________ 51

References _____________________________________________________________________________ 54

Appendix A Activity 1 ____________________________________________________________________ 55

Appendix B Activity 2 ____________________________________________________________________ 66

Appendix C Activity 5 ____________________________________________________________________ 72

Appendix D Activity 6 ____________________________________________________________________ 74

Appendix E Activity 7_____________________________________________________________________ 81

Appendix F Activity 10____________________________________________________________________ 90

Appendix G Activity 11 __________________________________________________________________ 107

Appendix H Activity 12 __________________________________________________________________ 115

Appendix I Activity 13 ___________________________________________________________________ 143

Appendix J Activity 14 ___________________________________________________________________ 152

Appendix K Activity 15 __________________________________________________________________ 153

Appendix L Activity 16___________________________________________________________________ 156

Appendix M Activity 17 __________________________________________________________________ 158

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1 Introduction

The work described in this Deliverable follows the approach established in Task 73 regarding the evaluation of DynaLearn (wwwDynaLearneu) final software

Based on the finished lsquoCurriculum and content modelsrsquo (WP6) each case study beneficiary will develop lessons and an evaluation plan focussing on several different topics in the curriculum (including at least some of the advanced models they have developed themselves) Each case study will focus on different aspects of the curriculum and features of the final DynaLearn software Using the prepared lessons and evaluation plan each beneficiary will evaluate the DynaLearn prototype and the curriculum in real educational settings

Accordingly FUB has carried out 14 evaluation activities focussing on conceptual modelling teachable agents and grounding as well as using in most of them advanced models produced in Task 64 particularly models described in D641 (Salles et al 2011) These activities involved 108 evaluators including pre-college students deaf students and experts in conservation biology

11 General framework for the evaluation activities

According to D71 (Mioduser et al 2010) the basic elements for the evaluation activities should be organized in Lesson Plans Consequently Lesson Plans for all the activities described in this Deliverable were prepared and can be found in the appendices

12 Previous evaluation activities

An overview of the whole evaluation activities developed in Task 72 is presented in D726 In the first round of evaluation activities described in D721 (Salles et al 2010) FUB has produced 10 activities exploring conceptual modelling features as well as topics about conservation biology population biology and metapopulation These studies captured evidence that qualitative reasoning models significantly improves the studentsrsquo learning of biological concepts and their capacity of making inferences involving biological concepts Also it proved to be a very good motivating approach for learners

For the future the orientation was to keep the evaluation activities and to focus on Conceptual Modelling activities specifically in activities approaching causality systems thinking and modelling progression Virtual Characters interactions activities and Semantic Technology features

This Deliverable presents the evaluation activities carried out by FUB as follows Section 2 presents information about the participants of the evaluation activities the type of activities duration number of

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participants and the environmental science topics addressed in these evaluation activities Section 3 presents the methodological aspects of each activity in a summarized way with tables gathering the most relevant information The results of each activity are discussed in Section 4 The discussion of the results and the concluding remarks are provided in the Section 5

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2 Overview of all activities

An overview of the evaluation activities carried on by FUB during the third year of the DynaLearn project based on the work developed in Task 72 and described in D7 21 (Salles et al 2011) is presented in this chapter

21 List of participants

The following institutions participated in the evaluation activities organized by FUB

bull Centro de Ensino Meacutedio 01 of Sobradinho (CEM 01) a public secondary school located at Sobradinho a city nearby Brasiacutelia Three groups of students participated actively in this evaluation effort (a) 3rd year students that participated in what was called Long Term Studies (LTS) a series of meetings along 2011 during which a number of activities were carried out exploring different functionalities in DynaLearn (b) a group of 1st year students (CEM01-J) and (c) a group of 1st year students (CEM01-K)

bull Centro Educacional 06 of Taguatinga (CED 06-T) a public secondary school located at Taguatinga a city nearby Brasiacutelia that receives a number of deaf students Their Biology teacher has been a partner in research about using Qualitative Reasoning in science education of the deaf Among these students a group has participated in DynaLearn evaluation activities

bull Centro Educacional 03 of Sobradinho (CED 03-S) a public fundamental and secondary school also located in Sobradinho Students in a special class ndash the Acceleration class ndash participated in FUBrsquos evaluation activities These students should have finished their fundamental studies but given that they did not succeed in getting the required scores in some disciplines during the 9th series they receive support to catch up and enter the 1st year of secondary school

bull Experts is a small but important group of researchers on Conservation Biology that are interested in using DynaLearn for promoting science education among managers and staff that work in legally protected areas

CEM 01 ndash Sobradinho

bull (CEM01 ndash LTS) 5 students two of them being female and 3 being male between 16-17 years old

bull (CEM01 ndash J) 27 students 14 of them being females and 13 being males between 14-16 years old as shown in Figure 1

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Figure 1 Age frequency of CEM01-J students

bull (CEM01 ndash K) 27 students 14 of them being females and 13 being males between 15-17 years old as shown in Figure 2

Figure 2 Age frequency of CEM01-K students

CED 03 ndash Sobradinho

bull (CED03) 16 students 8 of them being female and 8 being male 15 of these students are 15 years old and one is 17

CED 06 ndash Taguatinga

bull (CED06 Deaf) The group of deaf students consists of 29 students (17 females and 12 males) between 15 and 22 years old This population is distributed in the 1st year (15 students 7 of them being females and 8 being males) 2nd year (11 students 5 of them being females and 4 being males) and 3rd year (5 students all females) With respect to the level of deafness they are classified as mild to moderate (45) and severe to profound (55) Although 52 are lip readers only 38 assume they understand Portuguese A large number of these students (79) understand and communicate well in the Brazilian Sign Language (Libras)

Experts

bull (Experts) The group includes a researcher from the Brazilian Agricultural Research Organization (Embrapa) two researchers and lecturers at University of Brasilia and a researcher and PhD student at University of Brasilia All of them are experienced researchers and have scientific interest in conservation biology

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The Table 1 presents more details about the expert evaluators

Table 1 Identification and work experience of expert evaluators

Expert Identification Experience

E-1 Researcher and Lecturer 36 years old

Sixteen years acting in the execution of studies and planning strategies for biodiversity conservation and environmental development of protected areas

E-2 Researcher 29 years old

Participation in projects of biological inventory to define priority areas for conservation

E-3 Researcher and Lecturer 37 years old Researcher and teacher in the area of biodiversity


Masters and doctorate in forest restoration Working for five years as a researcher in restoration and conservation of genetic resource in situ

22 Distribution of participants in evaluation activities

Altogether 14 activities were developed and involved 108 persons summing up 19 sessions with 58 hours duration The table below (Table 2) presents the details the number of activities sessions and hours per type of participant

Table 2 Number of activities sessions and hours according to groups of students

Students Number of activities Number of sessions Hours

Long term students 7 10 30

Hearing students 4 4 12

Deaf students 2 4 12

Experts 1 1 4

Total 14 19 58

Three of the key DynaLearn features were evaluated Conceptual modelling Virtual Characters and Semantic Technology Table 3 presents the groups of evaluators involved in these activitites

Table 3 Number of activities and participants by groups of evaluators in each DynaLearn feature evaluated

Students Conceptual Modelling

(CM) Virtual Characters

(TA) Semantic technology

(ST) Activities Participants Activities Participants Activities Participants

Long term students 7 21 1 4 1 2

Hearing students 2 46 2 43 0 0

Deaf students 1 27 1 7 0 0

Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2

Note if a student participates in more than one activity (s)he is counted as 1 person in each activity

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23 Overview on all the evaluation activities

The following table presents the full list of evaluation activities run by FUB implementing Task 73 four features were evaluated namely conceptual modelling (CM) teachable agent (TA) grounding and model debugging These activities explored all Learning Spaces (LS) but not 3

Table 4 Topics approached and learning spaces evaluated

DynaLearn feature

Activity Topic LS Participants ()

Duration (h)

CM

1 Causal aspects of

Deforestation habitation energy 124 LTS (4) 6

6 Causal aspects of Osmosis and diffusion

4 LTS (3) 3

13 Systems Thinking on Water cycle 4 Deaf (27) 6 14 Systems Thinking on Water cycle 4 CEM01-J (27) 3 10 Water erosion 4 LTS (3) 3 11 Water erosion 5 LTS (3) 3 12 Algal bloom 6 LTS (3) 9 16 Environmentalists X Lumber dealers 2 CEM01-J (19) 3 18 Conservation Biology all experts (4) 4

TA

2 Photosynthesis - Respiration 2 LTS (4) 3 7 Food chain 2 CED03 (16) 3

15 Environmentalists X Lumber dealers 2 Deaf (7) 6 17 Environmentalists X Lumber dealers 2 CEM01-K (27) 3

Grounding 5 Agriculture in the Cerrado 4 LTS (2) 3

TOTALS 14 149 58


24 Environmental science topics explored in evaluation activities

During these events of evaluation the following topics (D61 Salles et al 2009) and models on environmental science produced in Tasks 62 and 64 were used

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Table 5 Topics by activity DynaLearn feature and learning space

Topic Activity DL Feature Learning Space

Deforestation Habitation and Energy 1 CM LS1 and LS4

Osmosis and diffusion 6 CM LS4

Hydrological erosion 10 11 CM LS4 and LS5

Algal bloom 12 CM LS6

Water cycle 13 14 CM LS4

Environmentalists vs lumber dealers 16 CM LS2

Environmentalists vs lumber dealers 15 17 TA LS2

Photosynthesis and respiration 2 TA LS2

Food chain 7 TA LS2

Cerrado agriculture 5 Grounding LS4

25 DynaLearn features evaluation instruments and statistical analyses

Following D71 (Mioduser et al 2009) evaluation activities were organized in lesson plans after the definition of hypotheses research questions and appropriated procedures and evaluation instruments Lesson plans for all the evaluation activities are included in this document as Appendices The following table summarizes the instruments used to collect information and opinions about learning by modelling with DynaLearn

Table 6 Evaluation instruments used in each evaluation activity developed by FUB in 2011

DynaLearn functionalities Activity Evaluation instruments

Conceptual Modelling (CM) 16 10 11 12 13

14 16 18

Pre and Pos tests Models Concept maps Exercises Interviews Specific

questionnaires

Teachable Agent (TA) 2 7 15 17 Pre- and Pos-tests Models Interviews TA ndash

Specific questionnaire Grounding 5 Pre- and Pos-tests Reports Interviews

Pre and Post-tests have taken different formats written questions true-false statements multiple choice questions diagrams to be completed causal models to be filled in with direct influences and proportionalities andor with positive and negative signs and combinations As required in this type of

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evaluation approach these instruments were carefully designed and balanced Appropriate statistical analyses were carried out and are referred in every activity presented below

Models produced by the students were assessed by their structure (correct use of entities configurations dependencies quantity and quantity spaces etc) their expressiveness and correct results of the simulations (see Annexes) Two members of FUB group marked independently the scores to each model In the case of divergences these were further discussed Statistical analyses were carried out and are referred to below when needed

Interviews were also used particularly with participants of the Long Term Studies group These were semi-structured conversations in which some questions were pre-defined by the researchers and the interviewed had freedom to address other issues of interest

Concept maps offer the learners the possibility of creating well-organized maps of their knowledge DynaLearn LS1 provides a tool for building concept maps and as such to capture initial impressions of the system at study Comparing concept maps produced by learners with standards prepared by the teacher may serve as evaluation tools and scores can be used to measure progress towards models of better quality Independent analysis of concept maps (see Appendix A) by two members of FUBrsquos team was used in most of the evaluation activities

Exercises aiming at identifying entities processes quantities and further implementing models or exploring modelling techniques were used and some of these exercises were used as evaluation tools Reports were also taken for evaluation when modelling activities involved the development of specific modelling skills

Surveys are among the most important instruments to collect the opinion of DynaLearn evaluators Two questionnaires were used the ldquoMotivation- Attitude Questionnairerdquo completed by almost all the participants of evaluation activities and variations of the ldquoQuestionnaire about DynaLearnrdquo slightly modified versions to be completed by deaf students for example or exploring details about the modelling language completed by the Long Term Studies group of students

Participants of activities with Teachable Agent were asked to complete a TA-specific questionnaire in which learners were presented with opinions about the role of virtual characters and the way they are presented their features and the question-answering interaction All these types of questionnaires used Likert-scale questions combined with open questions (see Appendices D E H and I)

Statistical analyses

In many evaluation activities a bootstrapping method was used for statistical analyses This approach is very useful when the sample size is insufficient for straightforward statistical inference Bootstrapping is a method of randomization with replacement that empowers the analyses If the underlying distribution is well-known bootstrapping provides a way to account for the distortions caused by the specific sample that may not be fully representative of the population Otherwise bootstrapping is useful when powerful calculations have to be performed and a small pilot sample is available It is known that most power and sample size calculations are heavily dependent on the standard deviation of the statistic of interest An alternative method to get an impression of the variation of the statistic is to use a small pilot sample perform bootstrapping on it and then calculate the variance (Adegraver et al 2008)

In the evaluation activities presented here the following procedure was adopted First collected data were tested for the normality by means of the Shapiro-Wilk normality test If the data fits to a normal distribution the paired t-test was used if not nonparametric bootstrapping methods running 1000 randomizations were used This procedure was also used in analyses of concept maps To approach models and diagrams analyses

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of variance were performed Tests were run in R 2120 (R Development Core Team 2010) at the significance level of 5

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3 Methodology

31 Special evaluation studies

This session will describe main considerations about special studies those which deserve particular considerations such as a long term evaluation effort special needs (deafness) low or high scholar performance and domain expertise (conservation biology)

311 Evaluation based on Long Term Studies

This evaluation was performed with a small group (4 students in total) of secondary school students from CEM01 ndash Sobradinho Federal District Brasilia They had previous contact with DynaLearn software in evaluation activities developed at CEM01 School in 2010 The evaluation started in May 2011 and finished in December 2011 lasting 8 months Because of the long duration of the evaluation activities with these students compared with the time spent in evaluation activities with other groups this group was named Long Term Studies group Also the investigators created a close relationship to provide a better assistance and care during the activities and to have a broader view of the studentsrsquo feelings difficulties and advantages of using DynaLearn

312 Evaluation activities with deaf students

The work with the deafs went beyond the regular evaluation activities The teacher has a MSc degree and her dissertation includes the development of vocabulary to present qualitative reasoning models and simulations and a tutorial about how to build models and related instructional materials The material is organized on a DVD which was used as a supporting material to introduce DynaLearn to teachers (see D721 Salles et al 2010)

In 2011 the biology teacher has prepared a series of activities to actually introduce DynaLearn into the deafsrsquo classroom The students had classes from August to October 2011 twice a week each session last 50 minutes in a total of 12 sessions at CED06 School and other 12h of activities (4 sessions of 3h each) in the Informatics Lab at University of Brasilia (UnB) The number of students participating in those activities was 31 from which 15 were from the first year of the secondary school 11 were from the second year and 5 were from the third year The lessons were taught using Brazilian Sign Language also known as Libras (from Liacutengua Brasileira de Sinais) The advantage is that the biology teacher is also fluent in Libras and interpreter

In class the students built along with the teacher a model about algae bloom using LS2 after that other subject explored was Diffusion they had to draw diagrams identifying areas with high and low substance concentration Also the teacher made Diffusion models in DynaLearn in Learning Spaces 2 3 and 4 using

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Datashow and then they built their own model using the teacher model as reference After those activities they answered a detailed questionnaire about attitude and motivation

313 Evaluation activity with conservation biology experts

A group of four experts in conservation biology was involved in the evaluation activity 18 and only in it They are knowledgeable people and their role was to evaluate aspects of the conceptual modelling workbench in order to assess the potential of this tool to be used by persons involved in the management of legally protected areas The activity was held at University of Brasilia A power point presentation gave them an overview of general aspects of the project and of the software The experts had the opportunity to explore DynaLearn in LS1 and LS2 and build models in these LS Given the objective of this activity was to collect their opinion about DynaLearn no lesson plan was prepared and no hypothesis was tested At the end of the activity they answered a specific questionnaire prepared for them

314 Evaluation activity with pre-secondary school students (CED03)

This group consists of students from CED03 School at Sobradinho Brasilia Federal District They are enrolled in an ldquoacceleration classrdquo that is they had low performance and failed the final school year They had then to attend the same class again the following year However being enrolled in this special class they can catch up the class they are supposed to be according to their age

The activity with these students was performed in the Informatics Lab at CED03 School in a 3 hours session They worked in pairs and the main subject explored was ldquofood chainrdquo using Teachable Agent The students have never experienced the DynaLearn software and it was a completely new approach for them

315 Evaluation activity with secondary school students (CEM01)

Other regular students from CEM01 School at Sobradinho also participated in three evaluation activities one using Teachable Agent use mode in DynaLearn and the other 2 activities was used only the conceptual modelling features of DynaLearn The first group of students (CEM01-J) was supervised by a biology teacher and they attended in two activities both conceptual modelling only She selected the students with better performance and higher scores in the regular tests and exercises applied in the classroom to attend in the evaluation activities of DynaLearn The second group (CEM01-K) was also supervised by a biology teacher This group is characterized by students with average or low performance on the tests in the classroom Students of this group attended in DynaLearn evaluation activity using Teachable Agent use mode

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Students of both groups are enrolled in the first year of the secondary school and they already had lessons addressing ecological topics such as water cycle One of the topics approached using DynaLearn was the debate between environmentalists and lumber dealers regarding conservation versus economic issues

32 Evaluation activities in Conceptual modelling

Nine activities are related to the use of DynaLearn Conceptual modelling workbench to develop conceptual understanding about themes on environmental science reasoning and modelling skills

The development of reasoning skills was very important for the educational activities reported in this Deliverable Evaluation activities 1 6 10 11 12 13 14 and 16 are directly related to students on the following skills

S1- Understanding natural phenomena

S2- Mastering natural and modelling languages and mastering the capability to translate among languages

S3- Identifying central and peripheral information presented in different contexts (texts literature models) Comparing possible solutions for a problem

S4- Applying adequate methods for problem analysis formulation of suitable solutions selecting and implementing an optimal solution

S5- Formulating and articulating adequate and consistent argumentation

The following general hypotheses provide the basis for these evaluation activities

bull Modelling activities enhance conceptual understanding

bull Modelling activities develop in students the following abilities (reasoning skills)

o Understand central relationships and interrelations

o The ability to identify components of a system and processes within a system

o The ability to organize the systems components within a framework of relationships

These general hypotheses resulted in two research questions summarized as follows

Does studentsrsquo involvement in modelling activities contribute to

bull A better understanding of the concepts explored in classroom and textbooks

bull Develop specific reasoning skills

bull Improve the students understanding of how to implement causal relations particularly direct influences (Is) and qualitative proportionalities (Ps)

The specific hypotheses and research questions are presented in each activity

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321 Exploring Causality

Three activities involving regular students (Activity 16) and long term study (LTS) students (Activities 1 and 6) are described in this section The goal was to have a better view and to investigate how these students deal with causality while exploring DynaLearn modelling language and functionalities

3211 Activity 1

ActivityTitle

Learning Spaces

Content Domain Target Population

Sample Size

Evaluation Spaces

Activity 1 Expressing causal

relations Working with Is and Ps

LS01-LS02 and LS04

Deforestation Habitation and

Energy

Secondary school students

(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL

Evaluation Questions 1 Are the learners able to identify the key elements of the system (entities quantities and processes) 2 Are the learners able to identity processes rates and to understand how concurrent processes shape system behaviour 3 Are the learners able to differentiate processes (direct influences) and propagation the processes effects (proportionalities) 4 What are the criteria for the learners to select the elements of the system to be included in the model (contour conditions)

Evaluation Design amp Instruments

O1 X1 X2 O3 X3 O4 X4 O5 O6

Pre-test building of conceptual map about phosphorus

cycle (Appendix

A)

Introduction lecture

Evolving Deforestation

model

Post Model 01 Complete Is and Ps

Evolving Habitation

model


Evolving Energy model

Post Model 03 Complete

Is and Ps

Post-test building

conceptual map about

sulphur cycle

(Appendix A)

The lesson plan is available in the appendix A and provides an overview of the whole activity

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3212 Activity 6

Activity Title Learning Spaces

Content Domain

Target Population

Sample Size

Evaluation Spaces

Activity 06 ndash Osmosis and

diffusion

LS04 Osmosis and diffusion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL

Evaluation Questions

Does the involvement in a modelling activity improve studentsrsquohellip 1 Understanding of an ecological system 2 Representation of the system with the specification of entities quantities and relationships 3 Ability to explain and predict the system behaviour


O1 X1 O2 O3 O4

Pre-test about

diffusion and osmosis

(Appendix D)

Complete partially

developed models and run

simulations

Post-test about diffusion and

osmosis (Appendix D)

Motivation attitude

questionnaires

The lesson plan is available in the appendix D and provides an overview of the whole activity

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3213 Activity 16

Activity Title Learnin

g Spaces

Content Domain

Target Population

Sample Size Evaluation Spaces

Activity 16 Environmentalists versus lumber

dealers

LS02 Environmentalists versus

lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2

Evaluation Questions Does studentsrsquo involvement in modelling activities contribute to hellip 1 Increase learnersrsquo motivation to learn environmental science topics 2 Improve the interaction between the learners and the software while revising and improving their initial model 3 A better understanding of the concepts approached in classroom and textbooks


O1 O2 X1 O3 O4 Pre-test create a

concept map (Appendix L)

Model building in LS2 based on a text about the debate

between environmentalist

and lumber dealers

Post-test create a


Motivation and attitude Questionnaire

(Appendix L)

The lesson plan is available in the appendix L and provides an overview of the whole activity

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322 Systems thinking and qualitative systems dynamics

Activities 13 and 14

3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces

Activity 13 ndash Water cycle with deaf students (Systems Thinking)

LS04 Water cycle Secondary school deaf students

(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1

Evaluation Questions Does studentsrsquo involvement in modelling activities contribute to 1 A better understanding of the concepts approached in classroom 2 Develop specific reasoning skills


O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise

Water in subsoil exercise

Post-test

(Appendix I)

Motivation and attitude

Questionnaire

The lesson plan is available in the appendix I and provides an overview of the whole activity

3222 Activity 14


Content Domain

Target Population Sample Size

Evaluation Spaces

Activity 14 ndash Water cycle with hearing students

(Systems Thinking)

LS04 Water cycle

Secondary school hearing students

(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


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Does studentsrsquo involvement in modelling activities contribute tohellip 1 A better understanding of the concepts approached in classroom 2 Develop specific reasoning skills


O1 X1 O2 X2 O3 X3 O4 X4 O5 O6

Pre-test (The same as in previous section)

Water in atmosphere exercise

Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise

Post-test (The same as in previous

section)


Questionnaire

The lesson plan is available in the appendix J and provides an overview of the whole activity

323 Modelling progression towards LS6

Activities 10 11 and 12

It is important to explore Learning Space 6 in DynaLearn evaluation activities because it provides functionalities to increase the level of complexity of the models and then more complex phenomena can be represented In FUBrsquos experience learners perceive LS6 as a goal that can be achieved when general ideas were already placed in models at LS4 and LS5 This is what FUB tried to capture during the evaluation activities

Accordingly three activities are related to model progression start with a model in LS4 (section 3231) implement it again in LS5 including conditional knowledge (section 3232) and finally create a representation of similar knowledge in LS6 by means of splitting the model expression into fragments of domain knowledge and capturing these pieces in model fragments (section 3233) Moreover LS6 includes explorations of hierarchical representations

Specific Evaluation Hypothesis

bull Having used DynaLearn in different activities the students should be able to explain the phenomena of water erosion based on active processes and to recognize conditional knowledge

3231 Activity 10


Content Domain

Target Population


Activity 10 ndash Water erosion

LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL

Evaluation Questions Does studentsrsquo involvement in modelling activities contribute tohellip

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1 a better understanding of the concepts approached in classroom 2 develop specific reasoning skills


O1 X1 X2 O3 X3

Pre-test (Appendix F)

Creating single models using basic patterns

Answering the exercises after simulate the models

Post-test (Appendix F)

Interview (Appendix F)

The lesson plan is available in the appendix F and provides an overview of the whole activity

3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces

ACTIVITY 11 - Water erosion on

LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL

Evaluation Questions Does studentsrsquo involvement in modelling activities contribute to 1 A better understanding of the concepts approached in classroom 2 Develop specific reasoning skills 3 Understand and recognize conditional knowledge


O1 X1 O2 X2 O3 X3 X4

To reproduce a model in LS5

To complete a model in LS5

To answer the exercises

(Appendix G)

Interview (answers in

Appendix G)

The lesson plan is available in the appendix G and provides an overview of the whole activity

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3233 Activity 12

ActivityTitle

Learning Spaces

Content Domain Target Population Sample

Size Evaluation Spaces

ACTIVITY 12 Algal bloom LS6

LS05 LS06

Algal Bloom Secondary school students

(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1


Does studentsrsquo involvement in modelling activities contribute tohellip 1 A better understanding of the concepts approached in classroom 2 Develop several reasoning skills 3 Understand and recognize conditional knowledge 4 Understand recognize and create hierarchic patterns


X1 X2 O1 X3 O2 X4 O3 O4 O5 To

reproduce a model in

LS5

To reproduce a model in

LS6

To create a model in LS6 based on a

model in LS5

To create a model in LS6 by

themselves using hierarchy

knowledge

Answer the exercises


Questionnaire (Appendix H)


appendix H)

The lesson plan is available in the appendix H and provides an overview of the whole activity

324 Conservation biology experts

Activity 18

Four experts in conservation biology evaluate the conceptual modelling workbench only They built models after reading a text and at the end of the activities they answered a questionnaire no lesson plan was prepared and no hypothesis was tested

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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population


Activity 18 DynaLeran

and conservation

LS01-LS02

Ecology Conservation

and Public Policies

Lecturers andor

Researchers (Experts)

04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL

Evaluation Questions 1 Do qualitative models present knowledge in an understandable way for managers in conservation 2 Does the Qualitative Reasoning approach allow a clear representation of real phenomena 3 Can the Qualitative Reasoning and Dynalearn serve as a suitable tool for understanding the true causal

relationships related with environmental problems and conservation strategies 4 Can the modelling contribute significantly to the understanding of decision makers and other actors about the

entities and processes inherent to contemporary environmental issues and problems 5 Can models be used for decision makers in order to develop programs for the conservation and management

of species and ecosystems


X1 X2 X3 X4 X5 X6 O1

Brief introduction to

concepts of artificial

intelligence and qualitative

modelling

Dynalearn function

applications evolution and perspectives

Reading text about

biodiversity loss and socio -

environmental

processes

Discussion about the text and identify

entities and processes

Building models in Dynalearn

Discussion and model

improvement

Questionnaire application

33 Evaluation activities with Teachable Agents

Activities 2 7 15 17

The design of the Teachable Agent is based on the principle of Learning by Teaching By testing the pedagogical agents (Pet) understanding of the matter through questioning (Quizmaster) the learner can evaluate his own presentation of the knowledge and detect mistakes when the Pet doesnt answer as expected (Wiszligner et al 2010)

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Evaluation Hypotheses

1 Using the Teachable Agent mode during the modelling process enhances concept understanding 2 Using the Teachable Agent mode during the modelling process improves the quality of models

produced 3 Using the Teachable Agent mode while modelling improves reasoning skills

bull The ability to identify components of a system and processes within a system bull The ability to organize the systems components within a framework of relationships bull The ability to make generalizations bull The ability to identify dynamic relationships within the system


Does the Virtual Characters using Teachable Agent mode contribute to bull increase learnersrsquo motivation to learn environmental science topics bull improve the interaction between the learners and the software while revising and improving their

initial model bull a better understanding of the concepts approached in classroom

3311 Activity 2


The specific hypothesis (alternative) is that the students evaluate the use of DynaLearn and Teachable Agents positively that is the activity helps them to understand concepts to improve their models to motivate in keep going in the activity

ActivityTitle

Learning Spaces

Content Domain Target

Population Sample


Activity II ndash

Teachable Agents

LS02 LS04

Deforestation Photosynthesis and

Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2

Evaluation Questions Do Virtual Characters using the Teachable Agent mode contribute to 1 Increase learnersrsquo motivation to learn environmental science topics 2 Improve the interaction between the learners and the software while revising and improving their initial model 3 Produce better understanding of the concepts approached in classroom

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O1 X1 O2 X2 O3 O4

Text reading ldquoLake

ecosystemrdquo (Appendix B)

Model building

LS2 (Lake ecosystem)

Support text ldquoPhotosynthesis and respirationrdquo

(Appendix B)

Model Building LS2

(Photosynthesis and respiration)

Quiz and model revision

Interview and motivation

questionnaires

The complete criteria and analysis of interviews can be found in Appendix B

The lesson plan is available in the appendix B and provides an overview of the whole activity

3312 Activity 7


Content Domain

Target Population Sample


Activity 07 ndash Teachable Agent ndash

Food Chain

LS02 Food Chain

Pre-secondary school students in ldquoacceleration

classrdquo (CED03-S)

16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2

Evaluation Questions Does studentsrsquo involvement in teaching virtual characters 1 Contribute for students improvement of their models quality 2 Improve their understanding of concepts and causal relationships within the modelled system


O1 X1 X2 X3 O2 O3

Pre-test Short presentation of DynaLearn

modelling environment and model ingredients

Modelling activity Conceptual

modelling only lacustrine ecosystem

Modelling activity Teachable Agent ndash

Food chain

Post- Test Motivation and attitude

Questionnaire (Appendix E)

The lesson plan is available in the appendix E and provides an overview of the whole activity

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3313 Activity 15

Activity Title Learning Spaces Content Domain Target

Population Sample


ACTIVITY 15 Teachable agent Environmentalists vs

woodcutters (Deaf students)

LS02 Environmentalists and woodcutters

Secondary school deaf

students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2

Evaluation Questions Does the Virtual Characters using Teachable Agent mode contribute tohellip 1 Increase learnersrsquo motivation to learn environmental science topics 2 Improve the interaction between the learners and the software while revising and improving their initial model 3 A better understanding of the concepts approached in classroom


O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7

Pre-test (Appendix k)

Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz

Post-test (Appendix k)


Questionnaire

The lesson plan is available in the appendix K and provides an overview of the whole activity

3314 Activity 17


Content Domain

Target Population


ACTIVITY 17 Teachable Agent

Environmentalists vs lumber dealers (Hearing students)

LS02 Environmentalists and lumber dealers

Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7

Pre-test (Appendix M)

Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz

Post-test (Appendix M)


Questionnaire

The lesson plan is available in the appendix M and provides an overview of the whole activity

34 Evaluation activity with Grounding

Activities 5

Evaluation Hypothesis bull Grounding activities during the modelling process enhances conceptual understanding bull Grounding activities during the modelling process improve the quality of models produced bull The use of grounding while modelling increases vocabulary and improves reasoning skills

Evaluation Questions Does the involvement in a grounding activity improve

bull studentsrsquo understanding of an ecological system bull studentsrsquo representation of the system - specification of entities quantities and relationships in the

system bull studentsrsquo ability to explain and predict the behaviour of the system

3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population


Activity 05 ndash Grounding Agriculture in Cerrado

LS04 Agriculture in Cerrado

Secondary school

students (CEM01-LTS)

02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3

Evaluation Questions Does the involvement in a grounding activity improve 1 studentsrsquo understanding of an ecological system 2 studentsrsquo representation of the system - specification of entities quantities and relationships in the system 3 studentsrsquo ability to explain and predict the system behaviour

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Evaluation Designs amp Instruments O1 X1 X2 O2

Pre-test Writing test

about ecological concepts

(Appendix C)

Open inspect and simulate a

pre-made model

Grounding carefully all terms of the model if

necessary create anchor terms and save

Post-Test

Writing test about ecological

concepts (Appendix C)

The lesson plan is available in the appendix C and provides an overview of the whole activity

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4 Results

41 Results obtained on Conceptual modelling

411 Causality ndash influences and proportionalities

Includes three activities 1 and 6 with students involved in LTS and activity 16 with secondary school students from the CEM01-J

4111 Activity 1

Results and Conclusions Analysis of models and activities

The main results obtained from the analysis of the models built by students are the following The expectation was that the students could improve the quality of their models with the experience acquired The modelling practice can improve their understanding of the implementation of influences (Is) and proportionalities (Ps) In fact all models built by students were evaluated and scored To know if the differences between the first second and third models were significant a one-way ANOVA was performed by using a bootstrapping method which is adequate to small samples

Models

The results from ANOVA showed significant differences (p lt 005) in the average scores calculated by the students (Figure 21) The average score obtained in the model about energy was significantly greater than the previous model (habitation) (p lt 005) These results indicate an improvement in their ability to recognize and implement model ingredients and so building models of better quality Table 7 and 8 below shows these results

Table 7 Analysis of Variance to test the difference in average variance of scores between models obtained by students

Source Type III SS df Mean Squares F-ratio p-value VAR_1$ 1547454 2 773727 7727 0022 Error 600782 6 100130

Table 8 Tukeys Honesty-Significant-Difference Test to detect differences between models

Difference p-model 1 model 2 16667 0380 model 1 model 3 -20381 0071 model 2 model 3 -37048 0034

Analysis of exercises post model building

This analysis is based on three activities answered by the students after they completed their models in which the students filled out blanks in diagrams showing causal relations with Irsquos and Prsquos In these exercises students had to write a list of all processes they could recognize in the texts they were given and identify in a list which elements are entities or quantities

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Table 9 Analysis of Variance to test the difference in average variance of scores between activities obtained by students

Source Type III SS df Mean Squares F-ratio p-value VAR_1$ 8193880 2 4096940 42246 Plt0001 Error 581874 6 96979

Table 10 presents the results of the Post Hoc Test to find the difference between activities using least squares means There was a significant difference between activities 1 and 2 and between 1 and 3 but not between 2 and 3 The mean scores were greater in activities 2 and 3 than in activity 1

Table 10 Tukeys Honestly-Significant-Difference Test to detect differences between studentsrsquo performance in the activities

Difference p-activity 1 activity 2 -66667 0003 activity 1 activity 3 -63435 0000 activity 2 activity 3 3232 0952

These results suggest that the education activities improved the studentsrsquo ability to recognize and use basic modelling elements such as entities and quantities and identify basic causal relations operating in systems exploring models deforestation (and related issues such as nutrient cycles) habitation and the environment and energy

Studentsrsquo perceptions of processes and their consequences

bull After doing exercises using Is and Ps students were able to understand better process related phenomena and they showed increased capability to identify quantities and entities in the models

bull After building models studentsacute scores were higher for the last model than for the first one showing they were able to improve their qualitative reasoning and systemsacute thinking skills

bull Improvement in their ability to recognize and implement model ingredients and so building models of better quality

bull Better conceptual understanding of the domain studied after modelling activities as the motivation to talk more and with more confidence about issues related to environmental sciences

bull The use of incorrect causal relations decreased after modelling activities

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4112 Activity 6

Results and Conclusions There was an increase in the percentage of correctly answered exercises The scores obtained in post-test were higher than those obtained in pre-test and the difference is significant (t = 3967 df = 2 p = 0029) Pre and post-test

In general the students improved their performance in the exercises between pre- and post-tests (Figure 3) The increasing performance of the students in the activities (Table 11) also suggests the improvement in their understanding of the phenomena studied

Figure 3 Percentage of scores obtained in pre and post-tests by student

Table 11 Scores in percentage of items correctly answered by students Student Diffusion exercise 1 Is e Ps ndash Diffusion exercise Diffusion exercise 2

S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16

Results and Conclusions Pre and post-test results There was significant difference between pre and post-test (t = -2327 df = 26 P = 0028) Motivation and Attitude Questionnaire results Most students found ldquovery goodrdquo or ldquogoodrdquo the activities using DynaLearn and they lsquoagreedrsquo or lsquototally agreedrsquo that it has opened up new ways of thinking about natural systems In general the students found easier to identify entities and quantities of systems Also most students lsquoagreedrsquo that being able to simulate the models helped them to develop their understanding of the systems potential behaviour

000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

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4121 Activity 13

Results and Conclusions Pre and post-test resultsThere was a significant difference (t = -3699 df = 22 p = 0001) between pre-test (mean=39plusmn176) and post-test (mean=57 plusmn19) showing an increase in their conceptual understanding Questionnaire results Most students found lsquogoodlsquo or lsquovery goodrsquo the activities using DynaLearn and it has opened up new ways of thinking about natural systems In general the students found easier to identify entities and quantities of systems Also most students agreed that being able to simulate the models helped them to develop their understanding of the potential behaviour of systems Asked if it was difficult for them to identify and describe entities and quantities in the system they had divergent opinions Learning Space 2 and Learning Space 4 were the most rated as the level of use that most contributed to their understanding of concepts And finally regarding identification of relevant information from the text they also were divergent but still the majority found it lsquoeasyrsquo or lsquovery easyrsquo

4122 Activity 14

Results and Conclusions Pre and post-test resultsThere was no significant difference (t = 1023 df = 18 P = 0320) between pre-test (mean = 1121 SD = 255) and post-test (mean = 1057 SD = 214) Exercise results It was ran a Repeated Measures Analysis of Variance on Ranks and there wasnrsquot significant difference (Χ2 = 1200 df = 2 P = 0549) between mean scores obtained by students in the exercises Questionnaire results Most students found ldquovery goodrdquo or ldquogoodrdquo the activities they had using DynaLearn and they agreed or totally agreed that it has opened new ways of thinking about natural systems In general the students found lsquoeasyrsquo to identify entities and quantities Also most students agreed that being able to simulate the models helped them to develop their understanding of the systems potential behaviour

]

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413 Modelling progression in LS4 LS5 and LS6


4131 Activity 10

Results and Conclusions Pre-test and post-test results

There was a significant difference between pre and post-test (t = -5754 df = 3 p = 0029) (paired t test using bootstrapping) The students had betters scores in the post-test (Mean = 2800 SD = plusmn 4359) than in pre-test (Mean = 1633 SD = plusmn 2309)

The Students perception of processes and its consequences

The students found that creating the causal dependencies was the most difficult part of the activity

In general the students were able after the activity to define water erosion its causes and consequences after the activity

The results are under analysis

The students produced models about water erosion after recognizing modelling elements (entities quantities processes propagation of the effects of processes) in the text As a result they produced the model expression expected according to the text

Interview Results

In general the students interviewed were able to recognize the main information in the modelling activities as well as the causes and effects of water erosion

The most difficult task for them were to connect the last elements of the model or in a studentrsquos words ldquoto establish the auxiliary variablesrdquo and to connect the quantities using ldquoIrsquosrdquo and ldquoPrsquosrdquo in the right or appropriate way

The easiest tasks were to identify entities and their respective quantities or in other words to establish which quantity is related with which entity Almost the same thing was said by another student but in a different perspective he said ldquoThe beginning of the activity because we started getting things in the text only and in the other part we had to think without taking the text as the base for itrdquo That is the easiest part was the first one when they had to pick up information from the text to insert them in the model in comparison with the last part (most difficult) when they needed to think of elements outside the text to complete the model

In general they were able to define erosion Using their own words they associate the definition with its causes and effects For instance one student said ldquoErosion is the loss of soil caused by deforestation because by removing vegetation the soil becomes more bound to be erodedrdquo

The evidence pointed by this evaluation show the capability of DynaLearn as a cognitive tool that helps students to visualize complex systems to understand new concepts and to interpret simulation results Another important result is that learners consider DynaLearn can ldquohelp to keep in mind concepts longer than the regular ways of learning in school such as reading textsrdquo This finding is probably caused by the diagrammatic approach of DL

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4132 Activity 11

Results and Conclusions The students produced LS5 models about water erosion after reading a text and recognizing conditional knowledge about the limit on the amount of sediments after which the negative effects of erosion would affect the energy production in hydropower plants

Interviews

The main remarks made by students about the activity using Learning Space 5 were in general positive

Despite initial difficulties students were able to build the LS5 models And they were able to recognize conditional knowledge

Asked about the differences between LS4 and LS5 they found LS5 more complex and difficult than the LS4 also one student said that the possibility of having fragmented knowledge is helpful to facilitate his learning because he could take complex knowledge and simplify it in different conditional fragments Another student said that it is a matter of practice to be acquainted and it is not so different after all it is a learning process and each learning space the degree of difficulty increases but in LS5 there are a lot of things already knew that exists in LS4

The students in general were able to identify conditional situations that could be modelled in this Learning Space 5

4133 Activity 12

Results and Conclusions Interview results The students found the activities difficult but they also believed that with practice they were doing better

The compositional modelling approach the knowledge reuse and the hierarchical approach were seen as advantages of the LS6 by students

They found it worthwhile to learn using LS6 However one student said that it is necessary to use the lower levels because starting with using LS6 without knowing the other Learning Spaces would be much harder

The students were able to understand what a process is and what a feedback is and they said that these concepts (important in the modelling approach) are not very well approached in their regular classes

Asked about things that they understood by thinking in terms of models they said ldquobe able to identify in any text what entities and quantities are how the quantities are related ie how a quantity influences other quantityrdquo and so on A student said that one of the subjects modelled was the theme of a question on the national exam of secondary school (ldquoExame Nacional do Ensino Meacutediordquo ndash ENEM) and she could remember everything she learned during the modelling activity and this helped her to correctly answer the question

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Activity18

4141 Activity 18

- Results and Conclusions Lecturers andor researchers perceptions about use of qualitative models in biodiversity management - From the same text approaching the degradation of biodiversity and it social and environmental consequences

each participant developed a model using Dynalearn - Participants identified similar entities but represented different processes in accordance with their area of

expertise and knowledge - During the activities participants showed to be motivated to do the exercise and constantly exchanged ideas and

views about the phenomena represented - Understood the basic mechanisms for the management of Dynalearn the participants began to make adjustments

to their models showing one of the main advantages of Dynalearn in their opinion - Finally participants expressed interest in downloading Dynalearn onto their own computers and said they wanted

to go on exploring the software The following table presents the frequency of answers by experts to the main topics set by the evaluation questions

Table 12 Frequency of answers by experts to the main topics set by the evaluation questions

yes partly no

1 Understanding of knowledge 2 1 1

2 Representation of phenomena 2 2 0

3 Understanding of causality 4 0 0

4 Understanding of entities and processes 4 0 0

5 Use for conservation programs 4 0 0

DynaLearn received a positive evaluation from the experts ldquoA great feature of the modelling software is to organize the information and models in an elegant and attractive layoutrdquo (E-4) The evaluators recognized that DynaLearn could be used for different purposes other than regular education For one of the evaluators ldquoDynalearn is an excellent tool for practicing qualitative reasoning and a great tool for representing causal relations regardless of what the subject is but when it comes to conservation strategies and environmental problems it certainly is an appropriate toolrdquo (E-1) The reason for that is probably because it allows for ldquoa systemic view of the elements involved in an environmental problemrdquo (E-2)

The evaluators were asked to assess the possibility of using DynaLearn and qualitative models in different activities For research purposes they ldquocan subsidize research design driving researchers to think deeply into causal variables and answers The models can be quite conceptual and allow generalizations and developing principles for practical activities or techniquesrdquo (E-4)

To support creation and implementation of Conservation Programmes because such programmes deal with ldquocomplex issues on many variables and therefore need visualization tools to aid decision makingrdquo (E-4) However one of the experts added that ldquowhen the phenomena involve high levels of complexity the clarity of the representation is impairedrdquo (E-2) Anyway qualitative modelling tools ldquoare very appropriate to assess adaptive managementrdquo (E-4)

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With respect to the development and improvement of public policies DynaLearn ldquohelps in understanding the role of different actors within public policy evaluationrdquo (E-3) Another evaluator pointed out that ldquoThe ability to see potential future scenarios so that the appearance of unwanted situations can be anticipated is a major contribution of qualitative models Especially when quantitative values are not availablerdquo (E-2)

Regarding the question for which purposes the qualitative reasoning approach is more appropriate ndash integration among actors university classes and decision-making one of the experts provide the following answer ldquoFor all these purposes For the integration of actors due to the potential ease of understanding the processes represented In the university classes due to the possibility of communication and learning during the preparation of the models and the reflection on their contents For decision making by adding predictive capacityrdquo (E-1) Another expert pointed out that ldquothe approach is best suited for the visualization of problems and concepts for communication (integration between actors) and hence for making decisionsrdquo (E-4)

42 Results obtained with the Teachable Agent


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4211 ctivity 2

Results and Conclusions Students results- Percentage of questions correctly answered by students pet in each quiz increased during the evaluation - Studentsrsquo impressions about the use of VCs were modelling is a better option to motivate than reading texts a

better option for understanding the model subject a better conceptual understanding and the motivational aspects of better learning and model building using TAs besides that a knowledge improvement was observed due to model building

- Students find difficult to put the relations between the entities and between quantities rather than other modelling activities

- Some students showed preference for using texts before the modelling activity - All of them mentioned that DynaLearn is an efficient method for fixating and improve knowledge it helps to meet

different possibilities and to analyse consequences through simulations Interesting remarks given by the students After doing the activity with TA the students gave out some ideas like lsquoWhen the pet made a mistake and then learned how to fix it it would not repeat the same mistake again it should gain that knowledgersquo Quiz results

When students call the quiz they obtain the percentage of questions successfully answered by their Pet After each quiz the students make changes in their models and call for another round of the quiz At the end all students obtained 100 of questions correctly answered by their pet One student (S02) had 100 of questions correctly answered in the 3rd version of the model whereas all other students had 100 of questions answered correctly in the 4th version of the model Figure 4)

Figure 4 Changes in the percentage of questions correctly answered in the quiz

Interview results

Lacustrine ecosystem

In the Lacustrine ecosystem all the students built the models using similar strategies deciding for the same principal entity the lake or the lake ecosystem showing that they understand the main idea As expected the quantities chosen were similar and all of them found the relations influencing positively in the model and analysed the consequences correctly When the students were asked how easy it was to understand a subject using the software or the text half of the students answered the text when they do not know the topic previously (see interview in the appendix B) This was an unexpected answer and it may be due to the easiness of reading texts (traditional method) or the apprehension to

0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

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DynaLearn D731

use something new and different as compared with their usual educational methods

Photosynthesis and Respiration

In general the interview results were positive (Figure 5) The students evaluated both the software and the teachable agents well When asked about different ways of studying all of them mentioned the Dynalearn as an efficient method for consolidating and improving knowledge for exploring different possibilities and analysing the consequences through simulations Also they mentioned that it is impossible to perform certain tasks only using texts When the students were asked about the difficulties of defining the modelling primitives all of them said that the relation are the most difficult part to define when you are modelling as compared to entities and quantities

Figure 5 Software and teachable agent acceptability obtained interviewing four students after Activity 2 at CEM01 School May 2011

0

05

1

15

2

Mea

n

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DynaLearn D731

4212 Activity 7

Results and Conclusions There was no significant difference between pre and post-test There was an increase in the percentage of questions correctly answered by Students Pets on the Quiz In general students liked the interaction with the hamsters they found themselves motivated by the VC Quiz Results

All pairs of students were able to accomplish 100 of questions correctly answered by their Pet Two pairs did it in the first Quiz 6 pairs did it in the second quiz and one pair did it in the third quiz as we can see at the Figure 6 bellow

Figure 6 Scores in percentage obtained by the pairs of students in each quiz

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Activity 15

4213 Activity 17

Results and Conclusions Pre and post-test results

There was no significant difference between pre- and post-test (v = 1720 df = 26 P = 0088)

Motivation and Attitude Questionnaire results

Most students agreed that they really felt part of the Quiz and wanted to do well in the quiz

To answer a question correctly motivated the students

In general the students agreed or totally agreed that they also learned while they were teaching their Pets

Most students agreed that the quiz helped them to understand better the model and it also helped them to correct their initial mistakes

In general the students rated as lsquototally agreersquo or lsquoagreersquo with respect to the statement that teaching the Hamster motivated them to understand correctly the concepts


There was no significant difference between pre- and post-test Pre x post-test only true-false questions (V = 0213 p = 0915) Pre x post-test only written questions (V = 006 p = 0054) Pre x post-test all questions (V = 106 p = 0339)


Most students agreed that the quiz helped them to better understand the model and it also helped them to correct their initial mistakes


Most students were lsquoneutralrsquo when asked if the quiz helped them to fix their mistakes in the model

About 85 of the students rated as lsquoagreersquo with respect to the statement that the role of the Pet was clear to them and most students rated as lsquototally agreersquo or lsquoagreedrsquo with respect to the statement that teach the Pet motivated them to understand the concepts correctly and that they learned while teaching their Pet

Project No 231526

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43 Results obtained with Grounding

Activities 5

4311 Activity 5

44 Results of special evaluation studies

Specific results about causality were already presented in the previous sections Here just the results of motivation and attitudes questionnaires collected after the first semester of activities with DynaLearn are compared with the results collected after a year of activities The studentsrsquo opinions about modelling in DynaLearn at the end of the LTS period are also presented in this section

441 Results of evaluation based on long term studies

4411 Questionnaires obtained in the first and second semester of activities

We applied the motivation questionnaires twice one at the end of the first semester which include activities from 1 to 6 and the other one at the end of the second semester

Asked about their overall opinion of the learning activity with the DynaLearn they were positive most rating as lsquogoodrsquo or lsquovery goodrsquo at the first semester and all rating as ldquovery goodrdquo at the second semester (Figure 7) The same pattern was found when the students were asked if the modelling activities with the software opened up new ways of thinking about natural systems Most of them rated as lsquoagreersquo or rated lsquototally agreedrsquo at the first semester and in the second semester all students rated lsquototally agreersquo

Regarding the identification of entities and quantities most students lsquoagreersquo or lsquototally agreersquo with respect to the statement that it was an lsquoeasyrsquo task They also rated lsquototally disagreersquo or lsquodisagreersquo with respect to the statement that they didnrsquot understand systems behaviour through simulation of models This information matches with the one obtained in the recorded interviews

Results and Conclusions There was no significant difference between pre and post-test (t = -300 df = 1 p = 0205)

The students were able to correctly associate the terms in the models with concepts present in the DbPedia repository through grounding feature of DynaLearn

The Table 13 shows a slight change in the percentage of scores obtained by students from pre-test to post-test although the difference is not statistically significant

Table 13 Scores in percentage obtained by students in pre and post-tests

Student Pre-test scores () Post-test scores ()

S01 625 7084

S03 667 7084

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There was a slight preference for LS4 as the Learning Space that most contributed to their conceptual understanding but it changed in the second semester when they had contact with LS5 and LS6 and after that they were not unanimous about the Learning Space they prefer

Among the things mentioned they liked in the activities they said ldquonow I know what osmosis is and what is better observing systems behaviourrdquo ldquo[I liked to] see the model simulation and to analyse the system through the results of simulationsrdquo Another student said ldquoI liked being able to simulate several situations about many kinds of phenomena and to comprehend certain concepts in a more complete wayrdquo Also in the open questions they found the understanding of Irsquos and Prsquos very difficult in the first semester but at the second semester no difficulty regarding Irsquos and Prsquos was mentioned

Figure 7 Graphics of 4 questions of the motivation and attitude questionnaire applied at the end of the first and second semester of evaluation answered by students of the Long Term Studies from CEM01

442 Results of evaluation with deaf students

In general students had a very good impression of using DynaLearn and the activities developed They were very motivated for using it

Most students found lsquogoodrsquo or lsquovery goodrsquo the activities using DynaLearn and they have opened up new ways of thinking about natural systems (Figure 8) In general the students found it easier to identify entities and quantities of systems

0

50

100

Very bad Bad Neutral Good Very good

Q1 - What is your overall opinion about the learning activity with the DynaLearn

software

1st semester 2nd semester

0

50

100

Totallydisagree

Disagree Neutral Agree Totallyagree

Q2- Modelling with the software opened up new ways of thinking about natural systems


0

50

100

Totallyagree

Agree Neutral Disagree Totallydisagree

Q9 - I did not understand systems behaviors through simulation of models


0

50

100

LS1 LS2 LS3 LS4 LS5 LS6

Q10 - What level of use in Dynalearn you consider that most contributed to your

understanding of concepts


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Students found it helpful being able to simulate the models to develop their understanding on the potential behaviour of systems They had divergent opinions when asked about the difficulty to identify and describe entities and quantities of the system Learning Space 2 and 4 were the use levels that most contributed to their understanding of concepts And finally regarding identification of relevant information from the text they were also divergent but still the majority found it lsquoeasyrsquo or lsquovery easyrsquo

020406080

Very bad Bad Neutral Good Verygood

1- What is your general perception of the learning activity with the software DynaLearn

0

20

40

60

Totallyagree


5 - I found it easier to identify and describe the entities and quantities of systems

01020304050

Totallydisagree


2- The modelling software has opened new ways of thinking about natural systems

ͲͳͲʹͲ͵ͲͶͲ

Totallyagree


6- To understand how quantitave spaces describes the variable qualitatively and the

number of behaviors was easy

01020304050

Totallyagree


3- I found it easy to differentiate between proportionalities (Ps) and direct influences (Is)

0

10

20

30

Totallyagree


7 - The identification and description of entities and quantities were difficult

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Figura 8 Graphics showing the students answers of the questionnaire about motivation by deaf students of the CED06 School at the end of the Activity 15 in December 2011

0

10

20

30

40

Totallyagree


4 - The way the spaces describe the quantitative variables was not easily

understood qualitatively

0

10

20

30

40

50

Totallyagree


8 - The differentiation between direct influences (Is) and proportionality ( Ps) was

difficult

0

10

20

30

40

Totallyagree


9 - I could not understand the behavior of systems by simulation models

0

20

40

60

80

Totallyagree


11 - Being able to simulate the models helped me develop my understanding of the

potential behavior of systems

0

10

20

30

40

LS1 LS2 LS3 LS4

10 - What level of use in Dynalearn you consider that most contributed to your understanding of

concepts

0

10

20

30

40

Veryeasy

Easy Neutral Difficult Verydifficult

12 -Identify and extract relevant information and the text was essential

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443 Questionnaires about DynaLearn modelling elements

The questionnaire was applied to Long Term Students from CEM01 at the end of the activities in November of 2011 Synthesis of the main information gathered from studentsrsquo answers is presented below The complete questionnaire with all answers and comments is provided in the appendix H

The students considered the possibility to express concepts using qualitative models is lsquovery highrsquo or lsquohighrsquo (Figure 9) They said it can make the learning easier It enables the user to organize its knowledge and because of tools like simulation and grounding of modelrsquos terms

In general the students found it lsquovery easyrsquo to understand the following modelling ingredients entities model fragments and direct influences (I+ and I-) and rated as lsquoeasyrsquo qualitative proportionality (P+ and P-) and quantity space As for the other modelling ingredients such as quantities (variables) configurations processes and simulations their answers were diverse rating as lsquomoderatersquo lsquoeasyrsquo and lsquovery easyrsquo

Asked about the possibility of using DynaLearn in the school where they study their answers were lsquomaybersquo and lsquonorsquo The reasons for that according to the studentsrsquo answers is that in general students from their school are in different levels of learning the lack of resources the use of outdated teaching methods by the teachers the lack of stimulus and the dispersion of students

The students were asked about the possibility of success on science education mediated by qualitative models supposing the language used to represent concepts in these models is already known by students and they rated it as lsquohighrsquo and lsquovery highrsquo The reason pointed out was that qualitative models facilitate very much the organization of knowledge and the representation of phenomena in nature

In general students consider that qualitative models are a good way to represent concepts to understand phenomena because the language used is easy and can be learned without major problems which motivates them to use DynaLearn

00

1000

Very hard Hard Moderate Easy Very easy

2- Indicate the degree of difficulty that you found to understand each one of the following modeling ingredients that you

have inspected

00

500

1000


22- Entities and configurations (representations of modeled system

structure)

00

500

1000


23- Quantities (variables)

00

500

1000

Very low Low Moderate High Very high

1- The possibility to express concepts by qualitative models is

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Figure 9 Graphics showing the students answers of the questionnaire about modelling elements by students of the Long Term Studies at the end of the Activity 12 in November 2011

00

500

1000


24- Qualitative values

00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000


28- Direct influences (I+ e I-)

00

500

1000


29- Qualitative proporcionality (P+ e P-)

00

500

1000


210- Correspondences

00

500

1000


211- Descriptive situation (qualitative states)

00

500

1000


212- Scenarios

00

500

1000


213- Simulations

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5 Discussion and concluding remarks

Evaluation activities developed by FUB aimed at testing the following hypotheses (Section 31)

bull The modelling activities (Conceptual modelling Teachable Agent and Grounding) enhance

conceptual understanding

bull The modelling activities develop in students the following abilities (reasoning skills)

o understanding natural phenomena

o mastering natural and modelling languages and mastering the capability to translate among languages

o identifying central and peripheral information presented in different contexts (texts literature models)

o comparing possible solutions for a problem

o applying adequate methods for problem analysis formulation of suitable solutions selecting and implementing an optimal solution

o formulating and articulating adequate and consistent argumentation

o understand central relationships and interrelations

o the ability to identify components of a system and processes within a system

o the ability to organize the systems components within a framework of relationships

bull Using the Teachable Agent or Grounding during the modelling process improves the quality of the

models produced

These hypotheses oriented two research questions summarized as follows


bull a better understanding of the concepts approached in classroom

bull develop specific reasoning skills

Conceptual Understanding

For testing the first hypothesis ldquoModelling activities (Conceptual modelling only Teachable Agent mode and Grounding) enhance conceptual understandingrdquo several activities were performed most of them supporting this hypothesis

Diverse results on statistical tests were obtained Some were positive showing significant differences between pre and post-tests as in activities 1 (models and activities) 6 10 13 and 16 showing better scores in post-tests improving the quality of the models and increasing the scores obtained in the modelling activities Others did not show significant differences between pre and post-tests as in activities 5 7 14 15 and 17 However even in the case of non significance most of the data obtained showed a slight tendency towards increasing (albeit not enough to be detected by statistical methods) These statistically non significant outcomes may be a result of small samples combined with easy pre and post-tests

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These results show evidences that using DynaLearn improves conceptual understanding especially with respect to the development of reasoning skills such as understanding natural phenomena comparing possible solutions for a problem etc It also reflects the conceptual understanding of systemrsquos behaviour pointed out by several researchers as an important outcome of using modelling tools (Mettes and Roossink 1981 Elio and Sharf 1990 Ploetzner and Spada 1998 Frederiksen and White 2002 and Borkulo van 2009)

The Quality of the Models

For the second hypothesis ldquoUsing the Teachable Agent mode or Grounding during the modelling process improves the quality of models producedrdquo Four evaluations activities were developed with secondary school students deaf students and LTS students using Virtual Characters (VC) interacting with the students through Teachable Agent mode In the modelling process through the interaction with VCs the students have the opportunity to review their model and look for mistakes oriented by the questions and answers given by quizmaster and pet respectively

In all activities students were able to correct their models after calling the quiz They could recognise their mistakes in the wrong answers that their Pets gave to Quizmaster and then elaborate a way to make it right in order to obtain a correct model close enough to the expert model and having 100 of Quizmasterrsquos questions correctly answered by their Pets in the following quiz

These results show the capability of DynaLearn to improve the quality of the studentsrsquo models and also helped in the understanding of concepts to identify central relations and interrelations and their ability to organize the systems components within a framework of relationships

Similarly other researchers such as Gupt et al (2005) Blair et al (2007) and Leelawong amp Biswas (2008) also had positive results using and developing modelling systems with pedagogical agents for learning by teaching approach in their experiments the students increased their performance in the tests and were very motivated to keep going in the modelling and learning activities

Motivation and Attitude

Interviews

The students evaluated the software and the teachable agents well When asked about different ways of studying all of them mentioned the Dynalearn as an efficient method for consolidating and improving knowledge for exploring different possibilities and analyising consequences through simulations

In general the students interviewed were able to recognize the main information approached in the modelling activities the causes and effects of phenomena studied

Studentsrsquo answers point towards evidence for the capability of DynaLearn as a cognitive tool that helps students to visualize complex systems to understand new concepts and to interpret simulation results Another important result is that learners believe that DynaLearn can ldquohelp to keep in mind concepts longer than the regular way of learn in school such as reading textsrdquo A memory aid thus

A student said that one of the subjects modelled was addresse in of a question on the national examination of secondary school (Exame Nacional do Ensino Meacutedio ndash ENEM) and she could remind everything learned in the modelling activity helping her to correctly answer the question

Despite initial difficulties the students were able to build the LS5 models And they were able to recognize conditional knowledge

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The compositional modelling approach knowledge reuse and the hierarchic approach were seen as advantages of the LS6 by students

They found it worthwhile to learn using LS6 However one student said that it is necessary to work with the lower levels first because starting using LS6 without knowing the other Learning Spaces would be much harder

Questionnaires

In general the opinion of the students was very good regarding the use of the software They were very motivated to use it saying that it can help them to understand concepts natural systems and phenomena and especially because it is a different way of learning They could understand better the functioning of systems studied by simulating models they made to represent the phenomena studied

The students showed a great motivation to use the Hamsters in the Teachable Agent use mode They felt as if they were teachj aching the concepts to their Pets and while it happened they also learned the concepts and other information in the model

In general students consider that qualitative models are a good way to represent concepts to understand phenomena because the language used is easy and can be learned without major problems which is motivating for them to use DynaLearn

Future work

Future work to keep investigating and is to look for new insights on the role of Virtual Characters and Semantic Technologies such as ontology based feedback (OBF) and grounding on the learning and modelling processes Also it is important to investigate the way these technologies can contribute to accomplish learning goals and develops scientific and reasoning skills

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References

Adegraver H J Mellenbergh G J and Hand D J 2008 Advising on research methods A consultants companion Huizen The Netherlands Johannes van Kessel Publishing

Blair K Schwartz D amp Biswas G (2007) Pedagogical agents for learning by teaching Teachable agents EDUCATIONAL Retrieved from httpwwwteachableagentscompapers2006Final-edtechTApdf

Borkulo van S P (2009) The assessment of learning outcomes of computer modelling in secondary science education Thesis University of Tuente The Nederlands

Elio R and Sharf P B (1990) Modelling novice to expert shifts in problem solving and knowledge organization Cognitive Science 14 579-639

FrederiksenJ R and White B Y (2002) Conceptualizing and constructing linked models creating coherence in complex knowledge systems In P Brna M Baker KStenning and ATiberghien editors The Role of Communication in Learning to Model pages 69-96 Lawrence Erlbaum Associates London

Gracia J Trna M Lozano E Nguyen TT Goacutemez-Peacuterez A Montantildea C and Liem J (2010) Semantic repository and ontology mapping DynaLearn EC FP7 STREP project 231526 Deliverable D41

Gupta R Wu Y amp Biswas G (2005) Teaching about Dynamic Processes A Teachable Agents Approach Artificial Intelligence 241-248

Leelawong K amp Biswas G (2008) Designing learning by teaching agents The Bettyrsquos Brain system International Journal of Artificial Intelligence Retrieved from httpiospressmetapresscomindex27L051W344743314pdf

Mettes CTCW and Roossink HJ (1981) Linking factual and procedural knowledge in solving science problems A case study in a thermodynamics course Instructional Science 10 333 - 361

Miller Jr GT (2007) Ciecircncia Ambiental 11ordf ediccedilatildeo Satildeo Paulo (SP)CENGAGE Learning (Translation of Environmental Science ndash Working with the Earth)

Mioduser D (ed) Salles P Noble R Zitek A Benayahu Y Zurel D Leiba M Zuzovsky R Nachmias R (2010) Lessons and assignment schemata DynaLearn EC FP7 STREP project 231526 Deliverable D71

Ploetzner R and Spada H (1998) Constructing quantitative problem representations on the basis of qualitative reasoning Interactive Learning Environments 5 95-108

R DEVELOPMENT CORE TEAM (2010) R A Language and Environment for Statistical Computing Vienna Austria R Foundation for Statistical Computing Available in httpwwwr-projectorg

Salles P Souza A Gontijo de Saacute I Pereira Resende M Morison Feltrini G Assumpccedilatildeo da Costa e Silva P Leite G Wilhelms LH Pires L Portella A Braga E Simotildees A and Lima-Salles H (2010) FUB evaluation of DynaLearn prototype DynaLearn EC FP7 STREP project 231526 Deliverable D721

Salles P Souza A Saacute IG de Leite GMF Tunholi V Costa e Silva PA (2011) FUB ndash Advanced topics and models DynaLearn EC FP7 STREP project 231526 Deliverable D641

Wiszligner M Haumlring M Buumlhling R Beek E Linnebank F Liem J Bredeweg B Andreacute E (2010) Basic Help and Teachable Agent DynaLearn EC FP7 STREP project 231526 Deliverable D53

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Appendix A Activity 1

Course plan Activity 1 ndash Is and Ps Evaluation

COURSE PLAN ID (EVALUATION ACTIVITY 1)

Topic Consumerism in an environmental science view

General Objectives To develop conceptual modelling in DynaLearn software To develop studentsrsquo reasoning skills using DynaLearn To evaluate the interaction of the students with the software To evaluate the motivational aspects of the software use in learning environmental science themes To investigate the studentsrsquo opinion on DynaLearn

Target population Secondary school students

Procedure

Duration 6h hours (2 classes with 3h each)

Implementation plan and schedule

(1) Pre-test (2) Intermediate evaluations based on Is and Ps exercises (3) Post-test

TeachingLearning organization

(1) Pre-test (2) Texts to support modelling on deforestation habitation and energy and related issues such as nutrient cycles (P S) (3) Three model building activities in LS2 about each of the texts (4) Post-test and motivation questionnaires

Assessment (1) Pre-test and Post-test (2) Intermediate exercises (3) Models produced (4) Questionnaire about motivation

Resources

Dynalearn resources DynaLearn - Conceptual modelling workbench

Learning materials Motivation texts diagrams DynaLearn models

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Pre-test

O Ciclo do Foacutesforo

O ciclo do foacutesforo acontece lentamente atraveacutes da aacutegua do solo e dos organismos vivos da Terra O foacutesforo circula pela aacutegua pela crosta terrestre e por organismos vivos do planeta perfazendo o ciclo do foacutesforo O ciclo do foacutesforo eacute lento e em uma curta escala de tempo humana a maior parte do foacutesforo flui em uma direccedilatildeo da terra para os oceanos O foacutesforo eacute normalmente encontrado na forma de sais de fosfato contendo iacuteons de fosfato (PO4) em formaccedilotildees rochosas terrestres e nos sedimentos dos fundos dos oceanos Agrave medida que a aacutegua passa por rochas que contecircm foacutesforo ela lentamente remove compostos inorgacircnicos contendo iacuteons de fosfato O fosfato pode se perder do ciclo por longos periacuteodos de tempo quando eacute lavado da terra em direccedilatildeo a coacuterregos e rios e eacute transportado para o oceano onde pode ser depositado em forma de sedimento e permanecer preso por milhares de anos Em algum momento os processos geoloacutegicos de sublevaccedilatildeo podem expor esses depoacutesitos no fundo do mar dos quais o fosfato pode ser erodido para iniciar novamente o processo ciacuteclico Como a maioria dos solos conteacutem pouco fosfato ele eacute geralmente o fator limitante do crescimento das plantas O foacutesforo tambeacutem limita o crescimento de populaccedilotildees de produtores em muitos coacuterregos e lagos de aacutegua doce pois os sais de fosfato satildeo apenas levemente soluacuteveis em aacutegua

Efeitos das Atividades Humanas no Ciclo do Foacutesforo

Removemos grandes quantidades de foacutesforo da terra para fazer fertilizantes reduzimos o foacutesforo nos solos tropicais removendo a vegetaccedilatildeo das florestas e adicionamos fosfato em excesso nos sistemas aquaacuteticos

Interferimos no ciclo do foacutesforo de trecircs formas Primeira extraiacutemos grandes quantidades de rochas de fosfato para fabricar detergentes e fertilizantes inorgacircnicos Segunda reduzimos o fosfato disponiacutevel nos solos tropicais ao devastarmos florestas tropicais Terceira destruiacutemos os ecossistemas aquaacuteticos com fosfatos provenientes do escoamento de resiacuteduos de animais e fertilizantes e descargas dos sistemas de tratamento de esgoto Desde 1900 as atividades humanas tecircm aumentado a taxa natural de liberaccedilatildeo do foacutesforo no meio ambiente algo em torno de 37 vezes

Fonte Ciecircncia Ambiental G Tyler Miller Jr 11ordf ediccedilatildeo CENGAGE Learning 2007

Preacute-teste

Utilizando os elementos e informaccedilotildees do texto acima elabore um mapa conceitual utilizando o Learning Space 1 do programa DynaLearn

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Post-test

O Ciclo do Enxofre

O enxofre circula por meio do ar da aacutegua do solo e de organismos vivos da Terra

O enxofre circula pela biosfera por intermeacutedio do ciclo do enxofre A maior parte do enxofre da Terra estaacute armazenada no subsolo nas rochas e minerais

O enxofre tambeacutem entra na atmosfera por meio dos recursos naturais O sulfeto de hidrogecircnio (H2S) mdash um gaacutes incolor e altamente venenoso cujo cheiro eacute de ovo podre mdash eacute liberado pelos vulcotildees ativos e pela mateacuteria orgacircnica nos pacircntanos alagados brejos e planiacutecies de mareacutes e eacute quebrado pelos decompositores anaeroacutebicos O dioacutexido de enxofre (SOsup2) um gaacutes incolor e sufocante tambeacutem proveacutem dos vulcotildees

Partiacuteculas de sais de sulfato (SO42-) como o sulfato de amocircnio entram na atmosfera pelas ondas do

mar tempestades de poeira e incecircndios de florestas As raiacutezes das plantas absorvem os iacuteons de sulfato e incorporam o enxofre como um elemento essencial de muitas proteiacutenas

Na atmosfera o dioacutexido de enxofre (SO2) proveniente de fontes naturais e atividades humanas eacute convertido em gaacutes trioacutexido de enxofre (SO3) e em gotiacuteculas de aacutecido sulfuacuterico (H2S04) Aleacutem disso ele reage com outros elementos quiacutemicos atmosfeacutericos como a amocircnia para produzir pequenas partiacuteculas de sais de sulfato Essas gotiacuteculas e partiacuteculas caem na Terra em forma de componentes da chuva aacutecida que juntamente com outros poluentes pode prejudicaras aacutervores e a vida aquaacutetica

Efeitos das Atividades Humanas no Ciclo do Enxofre

Adicionamos dioacutexido de enxofre agrave atmosfera queimando carvatildeo e petroacuteleo refinando o petroacuteleo e produzindo alguns metais a partir de mineacuterios

Lanccedilamos dioacutexido de enxofre na atmosfera de trecircs maneiras Primeira queimamos carvatildeo e petroacuteleo que contecircm enxofre para produzir energia eleacutetrica Segunda refinamos o petroacuteleo contendo enxofre para fabricar gasolina oacuteleo de aquecimento e outros produtos uacuteteis Terceira convertemos mineacuterios de minerais metaacutelicos contendo enxofre em metais livres como o cobre o chumbo e o zinco mdash atividade que libera grandes quantidades de dioacutexido de enxofre no meio ambiente


Poacutes-teste


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Activity Diagramm to complete - Deforestation

Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

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Activity Diagramm to complete - Habitation

Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

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Activity Diagramm to complete - Energy

Universidade de Brasiacutelia PROJETO DYNALEARN ESCOLA CEM 01 - SOBRADINHO

NOME _____________________________________ Data ____ ____ 2011

Complete o diagrama com influencias diretas (I) eou proporcionalidades (P)

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Table with criteria for conceptual map quality analysis

Conceptual map analysis CRITERIA SCORE

Amount of valid configurations 1 Amount of valid entities processes and quantities 1 Hierarchical levels (A --gt B --gt C represents 3 levels) 5 Amount of branches 1 Amount of examples 1 Cross-links 5 Feedback loops 5

Table with criteria for model evaluation

LS4 ITENS OF EVALUATION Yes or All (2)

Partially (1) Not or none (0)

Total of scores

CAUSALITY

Signal

Is the relation correctly implemented Were the ldquoIsrdquo correctly implemented Were the directions of ldquoIsrdquo correct Were the ldquoPsrdquo correctly implemented Were the directions of ldquoPsrdquo correct Were there feedback loops Correct implemented

ENTITIES AND CONFIGURATIONS

Are the entities properly represented

Are The configurations properly represented

QUANTITIES Properly represented

Did the student use inequalities Properly

QUANTITY SPACE Properly represented

Was It used properly value correspondences Was It used properly quantity space correspondences

MODEL ORGANIZATION Organization (organized partially not organized or confused)

MODEL APPLICABILITY The model may be applied in a real situation

CONCEPTUAL Did the student use previous knowledge to build the model Or did he use elements found in the lesson

SIMULATION It runs

Is it correct Did he correctly mark the minimum amount of initial values

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TOTAL

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Appendix B Activity 2

Course plan Activity 2 ndash TA Photosynthesis and respiration

COURSE PLAN ID (EVALUATION ACTIVITY 2) Topic Photosynthesis and Respiration

General Objectives To evaluate the interaction of the students with the software To evaluate the motivational aspects of the software use in learning environmental science themes To evaluate the interaction and motivational issues of the students with Virtual Characters using Teachable Agent mode

Target population Secondary school students (Long term students) Procedure

Duration 3 hours (1 meeting of 3 hours) Implementation plan and

schedule (1) Text for support ldquoLake ecosystemrdquo (10 min) (2) 1ordm Model building LS2 - Model version 1 (30 min) (3) Text for support ldquoPhotosynthesis and respirationrdquo (10 min) (4) 2ordm Model building LS2 - Model version 1 (30 min) (5) Quiz master and Model version 2 (30 min) (6) Interview and motivation questionnaires (10 min)


In the activities we will use one model Photosynthesis and respiration Lesson 1 First the students will build a model in LS2 about a lake ecosystem without Teachable Agents after that they will build a model about Photosynthesis and respiration with Teachable agent

Assessment (1) The quality of the models produced (compare versions 1 and 2) (2) Questionnaire about using the software DynaLearn (3) Questionnaire about motivation (4) Interview

Resources

Dynalearn resources

DynaLearn - Conceptual modelling and Teachable Agent workspace Photosynthesis and respiration model

Learning materials Motivation texts DynaLearn models textbooks texts

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Activity 1 ndash Lake ecosystem

Ecossistema do Lago

Quando suas condiccedilotildees ambientais satildeo boas um lago a biomassa de algas pode aumentar fazendo crescer o nuacutemero de peixes e ambos os grupos contribuem para aumentar a biomassa de organismos decompositores que garantem a ciclagem e fazem aumentar a concentraccedilatildeo de nutrientes no lago

Identifique nesse texto o que vocecirc representaria no modelo como entidade(s) quantidade(s) e dependecircncias causais e construa um modelo no LS2

Activity 2 ndash Photosynthesis and respiration

Fotossiacutentese e respiraccedilatildeo

Os organismos da Terra produzem ou consumem alimentos Os produtores por vezes chamados de autoacutetrofos (alimentam-se por si mesmos) ou seja fabricam seu proacuteprio alimento utilizando compostos de seu meio como oxigecircnio gaacutes carbocircnico e nutrientes A maior parte dos produtores captura a luz solar para formar compostos complexos (como a Glicose C6H12O6) por meio da fotossiacutentese processo representado pela equaccedilatildeo geral

oacuteݔ ݎ + aacuteݑ + ݎ ݎݏ ݏ + ecircݔ

6 ଶܥ + 6 ଶܪ + energia solar CHଵଶO + 6 Oଶ

No processo de fotossiacutentese quando a intensidade de luz aumenta durante o dia a respiraccedilatildeo dos seres autoacutetrofos diminui causando o aumento na quantidade de biomassa e na concentraccedilatildeo do oxigecircnio e o dioacutexido de carbono diminui Agora quando a intensidade de luz diminui durante a noite a respiraccedilatildeo aumenta diminuindo a produccedilatildeo de biomassa e a concentraccedilatildeo de oxigecircnio jaacute a concentraccedilatildeo do dioacutexido de carbono aumenta

Construa um modelo em LS2 usando o modo Teachable Agent

Interview Analysis

The activity focussed on evaluating the impression learners have regarding the use of teachable agents For this it was proposed to build two models one about lacustrine ecosystem and another about Photosynthesis and respiration with 4 high school students The purpose of this activity was to compare the models built with and without using the teachable agents (TAs) The students did not use the TAs for building the first model (Lacustrine ecosystem) They used TAs only for the second one (Photosynthesis and respiration) so after they had to answer a set of questions about the use of TAs

The general hypothesis (alternative) is that the students evaluate the use of DynaLearn and Teachable Agents positively that is the activity helps them to understand concepts to improve their models to

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motivate in keep going in the activity For each question in the interview there was a corresponding answer for hypothesis validation ie the positive one

For analysing the interviews a scored system was used where the expected answers were given score number 2 (best score) the partially expected score number 1 (intermediate score) and the unexpected answers were given score number 1 (worst score) The average was calculated for the final scores In cases where the average was equal or greater than 1 the alternative hypothesis was accepted The reason is because in those cases the studentsrsquo answers brought enough elements to suggest that the modelling activities have been contributed to students learning and motivation After that the questions were transformed into indicators of the software and teachable agentsrsquo acceptability

GATHERING ALL THE INFORMATION BY QUESTIONS

Table with interview answers of students from CEM01 School participating of the DynaLearn Long Term Studies in May 2011

Questions Student 1 Score

Do you think itrsquos easier to understand Lacustrine Ecosystem modelling using the software or reading the text

Modelling The model I created is like an organization of what was in my mind of my interpretation and view of the text 2

How would you evaluate your knowledge about photosynthesis and respiration before and after this activity

I had a great evolution because I didnrsquot know various aspects of this topic and through concept map construction I realized many things I also reaffirmed things I already knew

2

So you think that the modelling activity facilitated your understanding of your subject Certainly 2

Do you think the use of hamsters helped or made model construction more difficult

Helped because the hamster found the errors in my model The only hardship is because itrsquos in English 2

Regarding 3 different ways of studying respiration and photosynthesis do you think it would be easier to only read the text read and model or just model

Read the text and model

Can you indicate another vantage of using and building models Yes I can show how my understanding of the topic is 1

Is there anything you can do with the model that yoursquore unable to do just reading the text

Certainly There are so many information inside a text that sometimes we donrsquot recall them at the end of the reading activity In the map the main characteristics are related to each other making you fixate it in a better way

2

Comparing with the previous activity (lake ecosystem model) do you think the choice of the entities was easier or more difficult

I think the previous one was easier 0

Which concepts regarding respiration and photosynthesis you didnrsquot know previously and found out when modelling

That photosynthesis and respiration are completely different I thought that the respiration of the plants were different from ours Photosynthesis absorbs carbon dioxide and releases oxygen I didnrsquot know that

2

In the modelling activity do you think it was more difficult determine entities and quantities or the relations Why

The relations I had some incorrect concepts so I made some incorrect relations 2

Did you try to represent something in the model and couldnrsquot do it

Yes regarding the respiration and the concentration of oxygen and carbon dioxide that were the concepts I didnrsquot know correctly 2

Do you think this activity was easier with the hamsters or without the hamsters

Itrsquos easier with the hamsters because the entities relations and quantities are already established But itrsquos more hard-working because it identify the mistakes that were made

2

If you could choose would you or would you not use the hamsters I would use them 2

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Do you think that the use of the hamsters (Teachable Agents) is a motivating aspect to use the software

Yes Itrsquos like a backup teacher helping you build the model It gives you hints to fix and enhance the knowledge about the addressed topics 2

Do you have any thoughts or suggestions The hamsterrsquos language should be in Portuguese and not in English because people that donrsquot understand English will have a hard time modelling



If I had never seen the subject before Irsquod prefer the text but to study and fixate the knowledge itrsquos easier with the model 1


I already knew the topic But modelling and evaluation the hamsterrsquos questions I could fixate and see some aspect in which I was wrong like some quantities and relations that I was making bad connections between them

2

So you think that the modelling activity facilitated your understanding of your subject Yes it did Since I already knew it it fixated more the concepts 2


Harder But it served as training so next time I can place influences of each quantity more easily 0


Reading the text and modelling Because when you read you gain knowledge and when you model you fixate what yoursquove learned

Can you indicate another vantage of using and building models

Beyond fixating the knowledge you can see the possibilities when running the simulations 2

Is there anything you can do with the model that yoursquore unable to do just reading the text Simulations See the possibilities according to the variables 2


Easier 0


The biomass issue I didnrsquot know in a clear way the influences that can affect the biomass

2


The relations Because I was placing for example the intensity that influences photosynthesis but I already placed this intensity influencing another quantity that influenced photosynthesis So this influence was unnecessary

2

Did you try to represent something in the model and couldnrsquot do it No 2


Without the hamsters because your model it not questioned With the hamsters you can see whatrsquos wrong and right in your model 0



Yes 2

Do you have any thoughts or suggestions The language issue even English being an universal language that everybody should know


Do you think itrsquos easier to understand this system modelling using the software or reading the text

Itrsquos way better with DynaLearn software 2


I slightly knew something Afterwards I learnt better I realized differences between the photosynthesis during the day and the night the variation in the carbon dioxide and oxygen concentration and the relation with which the photosynthesis affects the plantrsquos biomass

2

So you think that the modelling activity I took some time to build the model but when I got the hang of it I was successful I made so many mistakes that I ended up fixating a lot the

2

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facilitated your understanding of your subject subject


Made things difficult but facilitates the knowledge Since I had never used I thought difficult to take the quantities and entities already constructed and organize them But with practice things turn out easy

0


Read the text and model Because you read to understand and doing the map you fixate and enhance your understanding of the topic In the future if I need to study for an exam its faster to examine the map rather than read all the text again

Can you indicate another vantage of using and building models I still have to learn how to use it better 0


The interaction with the hamster that evaluate if I did things right The interaction with the professor hamster tells me if I was successful in my organization

2


Harder I think itrsquos easier when I do it by myself rather than taking things done by another person But itrsquos also good because it acts like a base If itrsquos a harder topic that I donrsquot have a base I can take what is already built and start Itrsquos easier

2


-


The relations 2


Yes many things I needed to correct 3 times to get things 100 right I placed two biomass of the environment and of the plants and I was making confusion to relate them

0


Without the hamsters But everything is a matter of time If I get used to the hamsters itrsquos going to be better because I can go deeper and fixate things better But I need improvement when dealing with the software

0

If you could choose would you or would you not use the hamsters I would use but I still have to get better 2


Yes 2

Do you have any thoughts or suggestions I thought it was cool I got nervous in the beginning because I was not fixating what I was doing It was just a matter of time to get it



Describing the system is easier when using the model but for studying Irsquod choose the text if I didnrsquot know the topic 1


I realized that I remembered after the activity many things that I had already seen and forgotten 2

So you think that the modelling activity facilitated your understanding of your subject

Absolutely Since I had already studied this topic I could remember and fixate my knowledge When modelling I could see the variations entities quantities

2

Do you think the use of hamsters helped or made model construction more difficult Easier 2


Reading the text and modelling


Yes If Irsquom about to study for an exam after reading the text and knowing the subject the model helps a lot because I can place only the main ideas and its relations with entities and quantities So itrsquod be a way of reviewing of Irsquove studied Itrsquod be a very efficient method

1

Is there anything you can do with the model Simulations You canrsquot see the consequences and what could increase 2

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that yoursquore unable to do just reading the text and decrease only with the text


Easier 2


I had doubts regarding plantrsquos biomass I realized that respiration decreases plantrsquos biomass and that photosynthesis increases I had many doubts and could see more clearly when modelling

2


The relations I placed things that wasnrsquot in the expert model causing conflict 2


Yes I tried to place relations between quantities that wasnrsquot in the expert model so it didnrsquot work 2

Do you think this activity was easier with the hamsters or without the hamsters With the hamsters 2

If you could choose would you or would you not use the hamsters

I would use them because itrsquod be a more efficient way The hamsters show your mistakes and make you look back at the model and change it

2


Absolutely Itrsquos more efficient It shows me where I went wrong and makes me reflect in how to change it I can see where my mistake is It doesnrsquot happen without the hamsters I was modelling and didnrsquot have idea if was doing things right or wrong

2

Do you have any thoughts or suggestions

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Appendix C Activity 5

Course plan Activity 5 ndash Grounding Agriculture in Cerrado


Topic Agriculture in Cerrado

General Objectives To investigate the learning of concepts after use of grounding features of DynaLearn

Target population 2 Secondary school students (Long term students)

Procedure

Duration 3 hours (1 meeting of 3 hours)


(1) Pre-test (30 min)

(2) Open a pre made model inspect and simulate it (60 min)

(3) Grounding all terms of the model and save it (60 min)

(4) Post-test (30 min)


Pre and post-test

In the activities we will use one model Farming cerrado LS4

Assessment (1) The models produced

(2) Pre and post-test

Resources

Dynalearn resources

DynaLearn - Conceptual modelling and grounding


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Pre and post-tests

Projeto DynaLearn ndash Avaliaccedilatildeo no Centro de Ensino Meacutedio 01- Sobradinho - Poacutes-teste ndash Agricultura no Cerrado

NOME ______________________________________________________

Data _______2011 Idade _________ Sexo ( ) F ( ) M

Agricultura no Cerrado

A seguir uma lista dos principais conceitos que seratildeo trabalhados no modelo ldquoAgricultura no Cerradordquo Marque abaixo se vocecirc reconhece o conceito se vocecirc jaacute o estudou na escola (SIM ou NAtildeO) e escreva uma raacutepida explicaccedilatildeo e decirc um exemplo para elucidar cada conceito

Conceito Reconhece o conceito

Jaacute estudou na escola

Explicaccedilatildeo e Exemplo

Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

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Appendix D Activity 6

Course Plan Activity 6 ndash Osmosis and diffusion


Topic Osmosis and diffusion



Procedure




(2) Open partially developed models complete them and run simulations (60 min)

(3) Answer the exercises (60)



Pre and post-test

Exercises



Resources

Dynalearn resources



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Exercise 1 diffusion

Projeto DynaLearn EXERCIacuteCIO DIFUSAtildeO

Nome _____________________________________________________ Data ___________

I ndash coloque sinais de mais (+) ou de menos ( ndash ) nas oito setas da figura acima

II ndash Utilize as seguintes palavras para completar a tabela abaixo

Preencha as lacunas identificando as quantidades pelos nuacutemeros do diagrama e descreva o comportamento dessas quantidades usando as palavras aumenta diminui constante

Nuacutemero Quantidade Comportamento 1 2 3 4 5 6 7

Lembre-se Na difusatildeo estamos tratando do comportamento de moleacuteculas em uma soluccedilatildeo Nesse caso uma substacircncia eacute dissolvida em um liacutequido A substacircncia dissolvida eacute o soluto e o liacutequido o solvente

Volume - solvente

Volume - solvente Massa - soluto

Massa - soluto

Concentraccedilatildeo A

Concentraccedilatildeo B

Fluxo de soluto

Lado A concentraccedilatildeo maior

Lado B concentraccedilatildeo menor

1

2

3 4

5

6

7

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Exercise 2 Osmosis

Projeto DynaLearn EXERCIacuteCIO OSMOSE

Nome____________________________________________________ Data _____________




Nuacutemero Quantidade Comportamento 1 2 3 4 5 6 7 Lembre-se A osmose eacute um caso de difusatildeo no qual se trata do comportamento de moleacuteculas em soluccedilatildeo separadas por uma membrana semi-permeaacutevel Em ambos os lados da membrana uma substacircncia eacute dissolvida em um liacutequido A substacircncia dissolvida eacute o soluto e o liacutequido o solvente

Membrana Lado A concentraccedilatildeo maior


1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Projeto DynaLearn INFLUEcircNCIAS DIRETAS E PROPORCIONALIDADES

Nome____________________________________________________ Data _____________

Exerciacutecio Complete os diagramas abaixo com I+ ou I- para influecircncias diretas e P+ ou Pndash para proporcionalidades qualitativas

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Table questionnaire results at the first semester

Q1 - What is your overall opinion about the learning activity with the DynaLearn software Tota

lPercentage

Very bad 0 0 Bad 0 0 Neutral 0 0 Good 1 25 Very good 3 75 Q2- Modelling with the software opened up new ways of thinking about natural systems Tota

l Totally disagree 0 0 Disagree 0 0 Neutral 0 0 Agree 1 25 Totally agree 3 75 Q3 -I found it easy to differentiate between proportionalities (Ps) and direct influences (Is) Tota

l Totally agree 0 0 Agree 0 0 Neutral 2 50 Disagree 2 50 Totally disagree 0 0 Q4 - The way the spaces describe the quantitative variables was not easily understood qualitatively Tota

l Totally agree 0 0 Agree 0 0 Neutral 1 25 Disagree 3 75 Totally disagree 0 0

Q5 - I found it easy to identify and describe the entities and quantities of the systems TotalTotally agree 0 0

Agree 3 75 Neutral 1 25 Disagree 0 0 Totally disagree 0 0 Q6 - Understand the way in which quantity spaces qualitatively describe variables and the number of behaviors were easy Tota


Q7 - The identification and description of the entities and quantities were hard Total

Totally agree 0 0

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Agree 0 0 Neutral 0 0 Disagree 4 100 Totally disagree 0 0

Q8 - The differentiation between direct influences (Is) and proportionality ( Ps) was difficult Tota

l

Totally agree 0 0 Agree 2 50 Neutral 2 50 Disagree 0 0 Totally disagree 0 0

Q9 - I did not understand systems behaviors through simulation of models Total


Q10 - What level of use in Dynalearn you consider that most contributed to your understanding of concepts Tota

l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75

Q11 - Being able to simulate the models helped me to develop my understanding of the potential behavior of the systems Tota

l


Q12 -Identify and extract the relevant and essential information of the text was Total

Very easy 0 0 Easy 4 100 Neutral 0 0 Difficult 0 0 Very difficult 0 0

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Open questions

Q13 ndash What did you like

s01 Agora aprendi o que eacute osmose entre outros termos E o melhor observar os comportamentos dos sistemas

s02 Da utilizaccedilatildeo dos hamisters no LS2 como aureacutelio Quizmaster e o Pet Novos conhecimentos sobre muitos assuntos

s03 De ver a simulaccedilatildeo dos modelos e analisar os sistemas atraveacutes dos resultados das simulaccedilotildees

s04 Das simulaccedilotildees das relaccedilotildees e de ver os resultados

Q14 ndash What did you dislike s01 Da difiacutecil compreensatildeo dos P e I s02 Da dificuldade dos P(s) e I(s) s03 - s04 De relacionar I+ I- P+ e P- pois fiz confusatildeo

Q15 ndash Any ide to improve the software s01 Colocar nuacutemeros para colocar H2O e CO2 s02 Utilizaccedilatildeo de nuacutemeros s03 Incorporar nuacutemeros ao software s04 Bom eu acho que jaacute estaacute bem interessante para o aprendizado

Q16 ndash Other comments

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Appendix E Activity 7

Course plan Activity 7 ndash TA Food chain CED03

COURSE PLAN (ACTIVITY 7) Topic Food chain

Specific Objectives

(1) To create a concept map representing the most relevant elements in a textual description of a food chain

(2) To represent causal relations between quantities that represent the lake system dynamics

Content knowledge and skills (S1) Understanding natural phenomena

Modelling knowledge skills

Prerequisite knowledge and skills

TeachingLearning modes Model building ndash mode (LS1 and LS2)

Modelling levels Concept map (LS1) and Basic causal model (LS2) Procedure

Duration 3h Implementation plan

and schedule (a) Pre-test (10min) (b) Introduction to models and modelling presentation of concept map examples in DynaLearn and short explanation about how to model it (15 minutes) (c) Development of a concept map (LS1) by students based in a text about a food chain (30 minutes) (c) Presentation of DynaLearn basic causal model (LS2) and short explanation about how to model it and the TA use case (15 minutes) (d) Development of a basic causal model (LS2) by teacher-students based on the same text about food chain using TA use case (70 minutes) (e) Post-test and motivation questionnaires (15min)

Assessment (if planned)

Pre and post-tests Likert type motivation questionnaires Percentage of correctly answered questions in quizzes

Resources

Dynalearn resources DynaLearn conceptual modelling workbench and Teachable Agent use case

Learning materials Text prepared about a food chain

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Activity

Cadeia alimentar

Na lagoa em que vive o lambari peixe pequeno de aacutegua doce os produtores satildeo as algas e as plantas que vivem no fundo Os caramujos consumidores de primeira ordem se alimentam desses vegetais Agrave medida que os caramujos se aproximam das plantas para se alimentar satildeo devorados pelos peixes pequenos Concentrados na obtenccedilatildeo de alimento os peixes pequenos tornam-se alvo mais faacutecil de predadores como os peixes grandes

Jaacute as aves que vivem na margem da lagoa consideradas consumidoras de quarta ordem se alimentam destes peixes grandes Assim vemos que todos os seres vivos se relacionam entre si levando a um funcionamento perfeito da natureza

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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

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Motivation questionnaire results

QUESTIONNAIRE ABOUT QUIZMASTER

Q1- The role of the Quizmaster became clear to me Tota Percentage Totally agree 8 5714 Agree 5 3571

Very good 10 0 Q2- Modelling with the software opened up new ways of thinking about natural systems Totally disagree 0 0

Disagree 0 0

Neutral 0 0

Agree 6 375

Totally agree 10 625 Q5 - I found it easy to identify and describe the entities and quantities of the systems Totally agree 7 4375

Agree 7 4375

Neutral 1 625

Disagree 1 625

Totally disagree 0 0

Q7 - The identification and description of the entities and quantities were hard

Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625


Q12 -Identify and extract the relevant and essential information of the text was

Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

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Neutral 1 714 Disagree 0 000 Totally disagree 0 000

14 10000 Q2- The role of the Quizmaster was confusing to me TotaTotally agree 0 000 Agree 0 000 Neutral 3 2143 Disagree 8 5714 Totally disagree 3 2143

14 10000 Q3- The speeches were entertaining the Quizmaster TotaTotally agree 5 3571 Agree 7 5000 Neutral 2 1429 Disagree 0 000 Totally disagree 0 000

14 10000 Q4- The speeches were boring the Quizmaster TotaTotally agree 0 000 Agree 0 000 Neutral 2 1429 Disagree 7 5000 Totally disagree 5 3571

14 10000 Q5- I really felt part of a quiz TotaTotally agree 3 2143 Agree 10 7143 Neutral 0 000 Disagree 1 714 Totally disagree 0 000

14 10000 Q6- I had the desire to do well in the quiz TotaTotally agree 7 4667 Agree 4 2667 Neutral 2 1333 Disagree 1 667 Totally disagree 1 667

15 10000 Q7- I did not bother to do well in the quiz TotaTotally agree 0 000 Agree 2 1667 Neutral 3 2500 Disagree 4 3333

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Totally disagree 3 2500 12 10000

Q8- The quizmaster that the speaker was confusing to me TotaTotally agree 1 714 Agree 0 000 Neutral 2 1429 Disagree 9 6429 Totally disagree 2 1429

14 10000 Q9- I understood what he was talking quizmaster TotaTotally agree 6 4286 Agree 6 4286 Neutral 2 1429 Disagree 0 000 Totally disagree 0 000

14 10000 Q10- I did not feel motivated when getting correct TotaTotally agree 1 714 Agree 1 714 Neutral 2 1429 Disagree 5 3571 Totally disagree 5 3571

14 10000 Q11- Answer a question correctly motivated me TotaTotally agree 8 5714 Agree 5 3571 Neutral 1 714 Disagree 0 000 Totally disagree 0 000

14 10000 Q12- Even with the quiz I could not get it right the model TotaTotally agree 0 000 Agree 0 000 Neutral 2 1429 Disagree 6 4286 Totally disagree 6 4286

14 10000 Q13- The quiz helped to better understand the model TotaTotally agree 8 5714 Agree 6 4286 Neutral 0 000 Disagree 0 000 Totally disagree 0 000

14 10000

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Q14- The quiz helped to correct my mistakes early TotaTotally agree 7 5000 Agree 7 5000 Neutral 0 000 Disagree 0 000 Totally disagree 0 000

14 10000 Q15- I could not correct my mistakes with the help of quiz TotaTotally agree 0 000 Agree 0 000 Neutral 2 1429 Disagree 5 3571 Totally disagree 7 5000

QUESTIONNAIRE ABOUT THE PET Q18- The function of my pet became clear to me Tota Percentage Totally agree 6 60 Agree 4 40 Neutral 0 0 Disagree 0 0 Totally disagree 0 0

10 100 Q19- I found confusing the function of my Pet TotaTotally agree 1 10 Agree 1 10 Neutral 0 0 Disagree 4 40 Totally disagree 4 40

10 100 Q20- The reports of my pet have fun TotaTotally agree 4 40 Agree 4 40 Neutral 2 20 Disagree 0 0 Totally disagree 0 0

10 100 Q21- The speeches were boring my Pet TotaTotally agree 0 0 Agree 0 0 Neutral 1 10 Disagree 5 50 Totally disagree 4 40

10 100 Q22- I really felt that I was teaching the Pet Tota

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10 100 Q23- I did not feel he was teaching the Pet TotaTotally agree 1 10 Agree 0 0 Neutral 2 20 Disagree 4 40 Totally disagree 3 30

10 100 Q24- Teach Pet motivated me to understand the concepts correctly TotaTotally agree 4 40 Agree 4 40 Neutral 2 20 Disagree 0 0 Totally disagree 0 0

10 100

Q25- I was not motivated to understand the concepts while teaching the Pet Tota


10 100 Q26- I also learned while I was teaching my Pet TotaTotally agree 6 60 Agree 3 30 Neutral 0 0 Disagree 1 10 Totally disagree 0 0

10 100 Q27- Teach the pet did not make me learn TotaTotally agree 0 0 Agree 0 0 Neutral 0 0 Disagree 4 44 Totally disagree 5 56

9 100

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Open questions about the quizmaster and the pet

Q16 - What do you think that the quizmaster should do in this type of activity

Q17 - Do you think that the quizmaster could do something in a different way What is it and how

Q28 - What else do you think that the Pet shoul do in this type of activity

Q29 - Do you think that the Pet could do something in a different way What is it and how

s01 Ensinar as outras materias Traduzir as falas Ser mais bonito e mais

alegre

s02 Ser mais alegre Mais gestos s03 s04 s05 Se movimentar mais

s06

Perguntas mais complexas mais

animaccedilatildeo (ele eacute muito desanimado)

Brincar mais

s07 s08 Ser mais comunicativo s09 Ser mais comunicativo Ser mais comunicativo Andar e ensinar mais

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Appendix F Activity 10

Course plan Activity 10 ndash Water Erosion LS4


Topic Water erosion

General Objectives To develop conceptual modelling in DynaLearn software

To develop studentsrsquo reasoning skills using DynaLearn

To evaluate the interaction of the students with the software


Procedure



(1) Creating models of basic patterns (100 min)

(3) Answer the exercises (60 min)



Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources

DynaLearn - Conceptual modelling

Learning materials DynaLearn models and exercises

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Universidade de Brasiacutelia PROJETO DYNALEARN

Pre and post-test

Name ____________________________________________________

Date ____ ____ 2011 Age _____ Gender F ( ) M ( )

Water Erosion

1 Identify in the text ldquoThe environmental problem of hydric erosionrdquo entities and processes

ENTITIES PROCESSES

2 Identify in the text cause-effect relations

CAUSE EFFECT EFFECT PROPAGATION

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Learning how to identify Is and Ps

Motivation text

The environmental problem of hydric erosion

While preparing the National Plan Against Desertification focusing on the Brazilian Northeast the Ministry of Environment estimates in 15 million km2 or 1549 million hectares the area under any type of degradation process in the country

Economic impacts only appear when erosion rates go beyond the tolerance levels that is when they are greater than the natural soil formation rate (pedogenesis) In the majority of soil types this rate called tolerance rate has value between 9 and 12 ton per hectare per year However according to the Instituto Agronocircmico de Campinas (IAC) cultivated areas in the country looses on average 25 ton of soil per hectare per year

The high values of erosion rates are due mainly to deforestation in hillsides and river borders burning inadequate use of agriculture machinery and to lack of conservation practices in agriculture

Besides being the major challenge to sustainability in agriculture soil loss also affects quality and volume of water due to the accumulation of sand and sedimentation in the water body When the erosion process assumes values above the tolerance level rivers cannot transport the sediments which after years finish in the river beds In extreme cases this process can lead to the total extinction of streams and springs

Erosion impacts go beyond environmental problems They include risks and losses to the Brazilian energetic matrix due to the accumulation of sand in dams of big hydropower plants social impacts caused by rural exodus economic impacts due to high costs of water treatment for human consumption and impacts on human health caused by water born diseases

Agecircncia Nacional de Aacuteguas Programa Produtor de Aacutegua Brasiacutelia ANA SUM 2009 20p (in Portuguese)

Objectives

- To investigate the comprehension of concepts related to system dynamics processes rates states and state transitions

- To investigate the use of the modeling language adopted by the DynaLearn Project

Proposed Activities

Comprehension and representation of processes and its consequences from the text ldquoThe environmental problem of hydric erosionrdquo

Driven study about the text ldquoThe environmental

problem of hydric erosionrdquo

1 First paragraph

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ldquoIn the elaboration of the National Plan of Fight against Desertification which main focus is the Brazilian

Northeast the Environment Ministry estimated in 15 millions of km2 or 1549 million of hectares the

countryrsquos area that present some degradation processrdquo

Objective Identify Entity Quantity and Process

Entity = object that identifies the system of interest [remember that system an unit that consists of objects and relation between them]

Quantity = variable property of an object [remember that certain properties are invariable (ex Name) and others can change according to time (ex Number of inhabitants)]

Erosatildeo Hid LS4 vs1 increasing vs01eps Erosatildeo Hid LS4 vs1 decreasingeps

Process = mechanism capable of causing change in the system capable of transforming a state of the system in another one [ remember that changes in the system can always be explained by some mechanism for example natural area can be degraded]

Exercises

(a) Indentify the central issues in the text of this paragraph

Answer Desertification environmental degradation in Brazil

(b) In the hypothesis of building a qualitative model about the subject addressed in the text identify among the selected elements of the cited paragraph what could be considered as Entity or Quantity using the letters E and Q respectively

( ) National Plan

( ) area

( ) Northeast

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( ) Environment Ministry

( ) country

Answers E Q E E E

2 Second paragraph

ldquoEconomic impacts only appear when erosion rates go beyond the tolerance levels that is when they are greater than the natural soil formation rate (pedogenesis) In the majority of soil types this rate called tolerance rate has value between 9 and 12 ton per hectare per year However according to the Instituto Agronocircmico de Campinas (IAC) cultivated areas in the country looses on average 25 ton of soil per hectare per yearrdquo

(a) Defining RATE

- measure of the quantity of variation of a variable by time unit the unity that measure the a rate must always have a reference regarding time (ex space covered per hour number of children dead per year soil lost per hectare per year etc) [see additional text] A process can present itself in two states active or inactive The form of capturing those two situations is to create respectively the qualitative values zero and positive (or plus)

(b) Implementing processes

- Processes are represented by the combination of rates with state variables [see additional text]

- The relation between these two quantities is represented by I+ or I- [see additional text]

ldquoEH model vs04 only erosion raterdquo showing the and the state variableeps

ldquoEH model vs04 only erosion raterdquo with a direct influenceeps

(c ) Simulations

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Various simulations can be run using this minimal model

Exploring the initial values

- Initial values Amount of soil = ltcriticgt Erosion rate = ltzero gt Formation rate = ltplus gt - Initial values Amount of soil = lt critic gt Erosion rate = ltplus gt Formation rate = ltzero gt - Initial values Amount of soil = lt critic gt Erosion rate = ltplus gt Formation rate = ltplus gt

(d) Exploring inequalties

- Initial values Amount of soil = lt critic gt Erosion rate = ltplus gt Formation rate = ltplus gt - Erosion rate gt Formation rate - Erosion rate = Formation rate - Erosion rate lt Formation rate

3 Third paragraph

ldquoThe high values of erosion rates are due mainly to deforestation in hillsides and river borders burning inadequate use of agriculture machinery and to lack of conservation practices in agriculturerdquo

(a) Discuss the processes found in this paragraph - Is deforestation a process - Burning (Combustion) - Use Utilization

(b) Convenience in including all the processes

I+ (deforested area deforestation rate)

I+ (burned area combustion rate)

I+ (utilized area use rate)

[Observe that if the option is of process we have to introduce one more quantity ndash the rate ndash what raises the complexity of the model]

(c) Determine the way of representing the factors cited in the text

Two options place processes andor just variables that will be linked by proportionalities (and make the exogenous variable) [However as we didnrsquot introduce the proportionalities letrsquos select only the deforestation process]

(d) Make the students build a simple model about deforestation

-demonstrate that the entity Soil would not be appropriate to host deforestation process suggest the creation of the entity Vegetation and the configuration lsquoonrsquo in order to establish the structural relation between these two entities lsquoVegetation on Soilrsquo

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- Define Deforestation rate (quantitative space zp) and as state variable Deforested area (quantitative space zero small critic big = zscb)

[Note that the critic value included in the quantitative space can be productive in the sense that there is a critical point from which the resilience stops working and so the soil could enter in an irreversible degradation state Another model could explore this concepthellip]

[Note as well that instead of lsquoDeforested arearsquo the quantity lsquoArea covered by vegetationrsquo could be used receiving a negative influence (I-) from the rate a third option could also represent both state variables with a I+ and a I- to each of them]

(e) Create a link between the two representations (deforestation and erosionpedogenesis)

- Add the process pedogenesis or soil formation mentioned in the 2nd paragraph in order to get a complete picture of the opposite processes

- Define what qualitative proportionality is [see additional text]

- Show why in this case it wouldnrsquot be appropriate use the direct influence (I) but the proportionality (P) to make the link between deforested area and erosion rate

- Implement the model P+(Erosion rate Deforested area)

You should obtain the following Figure

Erosatildeo Hiacuted vs06 deforestation erosion and formationeps

(f) Simulations with this model

- Consider the following qualitative values

Deforestation rate = ltplus gt Deforested area = lt zero gt Erosion rate = ltzero Formation rate = ltplus gt Amount of soil = ltcritic gt

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Erosatildeo Hiacuted vs06 desm eros e form vhd 1eps Erosatildeo Hiacuted vs06 desm eros e form vhd 2eps

Run other simulations

- Deforestation rate = ltzero gt Deforested area = lt zero gt Erosion rate = ltzero gt Formation rate = ltplus gt Amount of soil = ltcritic gt

- Deforestation rate = ltplus gt Deforested area = lt zero gt Erosion rate = ltzero gt Formation rate = ltzero gt Amount of soil = lt criticgt

Outcomes of this model

Is there any relation (that is any feedback) between Deforested area and Formation rate Does it make any ecological sense How it should be positive or negative

Implement the feedback loop(s) and run simulations exploring the new model

4 Fifith paragraph

[Note that will jump the fourth paragraph as the model would require LS5 or LS6 ndash see below]

ldquoThe impacts of the erosion without control go beyond the environmental area It includes risks and prejudice to the Brazilian energetic matrix due to the siltation of the reservoirs of big hydroelectric plants social impacts due to the rural exodus economic impacts due to high costs of water treatment for human consumption and impacts on human health caused by water born diseasesrdquo

(a) Again discuss the mentioned proceedings siltation electric energy production rural exodus (migration) water treatment diseases (of hydric) vehiculation

To simplify the model letrsquos consider only one variable capable of representing each of these parts of the text

TEXT

MODEL

ENTITY QUANTITY

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Siltation River Siltated area

Rural exodus (migration) Population Migrantes number

Water treatment River Water treatment costs

Diseases (hydric) vehiculation River Pathological agents

(b) Build a model that completes the previous one in a way that includes the entities and respective quantities Also include the question that involves the hydroelectric power plants

Erosatildeo Hiacuted vs07 deforest eros e form etceps

The simulation regarding this model presents the following results

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Erosatildeo Hiacuted vs07 desmat eros e form etc vhd1eps Erosatildeo Hiacuted vs07 desmat eros e form etc vhd2eps

5 Fourth paragraph

ldquoBeyond being the greatest challenge regarding agriculture sustainability the loss of soil also affects considerably the water quality and volume due to the sedimentation and siltation processes When the erosive process assumes values above the tolerance rate the water courses can no longer carry those sediments that as years go by end up being deposited in its beds In extreme cases these process can culminate in the total extinction of small water streams and springsrdquo

This text contains a part that shows a conditional knowledge a phenomenon that depends of certain conditions to happen ldquoWhen the erosive process assumes values above the tolerance rate the water courses can no longer carry those sediments that as years go by end up being deposited in its bedsrdquo To model this phenomenon (ldquocan no longer carry those sediments that as years go by end up being deposited in its bedsrdquo) its necessary that two alternate situation are represented

IF Erosion rate lt or = the Formation rate (or tolerance) THEN Transport rate gt Sedimentation rate (making the sediments be carried)

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IF Erosion rate gt or = the Formation rate (or tolerance) THEN Transport rate lt Sedimentation rate (making the sediments be carried)

To implement this idea its necessary to use LS5 or LS6 This is subject for another exercise

ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo

OPTIONAL ACTIVITES EXPLORING THE TEXT

(A) give examples of how the degradation process works cited in the first paragraph

Figures

Erosatildeo Hid model LS4 vs3 degrad processeps Erosatildeo Hid model LS4 vs3 degrad process with feedbackeps

(B) Simulation of this model Degradation with feedback

Erosatildeo Hid model LS4 vs3 degrad process with feedbackeps

Erosatildeo Hid vhd Erosatildeo Hid LS4 vs03 c feedbk all qtteps

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(C) In the last paragraph of the text


In the hypothesis of building a qualitative model about the issue presented in that text identify among

the elements selected in the cited paragraph what could be treated as Entity or Process using

respectively the letters E and P

( ) Energetic matrix ( ) Treatment (water)

( ) Reservoirs ( ) Vehiculation (water)

( ) Erosion ( ) Hydroeletric power plants

( ) Water ( ) Distrubution (water)

( ) Siltation ( ) Population

Answer first column E E P E P second column P P P E P E

(D ) OPTIONAL

The quantity rate can also have quantitative space minus zero plus to represent the combination of two rates one with positive influence and other with negative [see below]

(E) OPTIONAL

After reading the text and identifying the causality relations write in the appropriate column in the box below causes and its immediate effects following the given examples

CAUSES EFFECTS

1 Hills deforestation High erosion rates

2 Riverbanks deforestation High erosion rates

()

(etc) (etc )

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Didactic material prepared by Paulo Salles and FUBrsquos team for DynaLearn WP6 and WP7 May 2010

Interviews

Entrevistado BRUNO Duraccedilatildeo 07m34s

1ordf Pergunta ndash Qual satildeo as principais informaccedilotildees que vocecirc pocircde concluir com a construccedilatildeo do seu modelo e com as simulaccedilotildees que vocecirc rodou

Que tudo que foi abordado em relaccedilatildeo ao texto estaacute tudo na matildeo do homem principalmente Porque uma atitude que ele toma como o desmatamento desencadeia vaacuterias consequecircncias graves que vai chegar num ciclo que vai afetar o proacuteprio homem entatildeo atraveacutes do desmatamento vai causar uma erosatildeo uma diminuiccedilatildeo da cobertura vegetal e os sedimentos vatildeo cair em bacias hidrograacuteficas aumentando o custo de energia e vaacuterias outras consequecircncias aleacutem da morte de vaacuterios animais vaacuterias vidas

2ordf Pergunta ndash O que vocecirc achou mais difiacutecil nessa atividade de modelagem considerando desde o primeiro dia de construccedilatildeo do modelo de erosatildeo

O mais difiacutecil foi estabelecer as variaacuteveis auxiliares ali que estatildeo ligando uma a outra porque o modelo jaacute estava bem grande entatildeo tem que ter uma atenccedilatildeo muito grande em relaccedilatildeo a uma a outra pra ligar e colocar os resultados certos

3ordf Pergunta ndash O que vocecirc achou mais faacutecil nessa atividade de modelagem

Eacute ligar e identificar entidade com quantidade e suas dependecircncias

4ordf Pergunta ndash Pensando nos conceitos abordados no modelo com suas palavras como vocecirc definiria erosatildeo

Erosatildeo eacute uma consequecircncia de um ato este ato eacute o desmatamento que vai diminuir a cobertura vegetal entatildeo a erosatildeo eacute a consequecircncia da falta de cobertura vegetal

5ordf Pergunta ndash Quais satildeo as causas da erosatildeo

Jaacute foi respondido na Questatildeo anterior

6ordf Pergunta ndash Quais satildeo os efeitos da erosatildeo

A sedimentaccedilatildeo uma menor quantidade do solo uma menor fertilidade desparecimento de leitos de rios assoreamento e vaacuterios outros

7ordf Pergunta ndash Se a quantidade de solo aumentar entatildeo o custo do tratamento da aacutegua pode ser reduzido Por quecirc

Porque a quantidade de solo aumentando quer dizer que a terra natildeo estaacute descendo para o rio entatildeo vai ter uma maior quantidade de aacutegua e mais faacutecil para a produccedilatildeo de energia atraveacutes da aacutegua

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8ordf Pergunta ndash Como que a energia produzida ela pode ser afetada pelo desmatamento

A partir do ato de desmatamento causa uma menor cobertura vegetal e causando uma erosatildeo e com isso vai diminuir a quantidade de terra porque essa terra estaacute descendo pros pontos mais baixos dos rios e assim vai dificultando a produccedilatildeo de energia por que a aacutegua vai diminuindo entatildeo o desmatamento vai prejudicando a produccedilatildeo de energia

9ordf Pergunta ndash De que maneira a incidecircncia de doenccedilas por veiculaccedilatildeo hiacutedricas podem ser afetadas pelas atividades humanas

De acordo com as consequecircncias descritas na resposta anterior e como tem uma maior dificuldade para a fabricaccedilatildeo de energia atraveacutes da aacutegua porque tambeacutem tem mais terra dentro do rio e dificultando a corrente da aacutegua o custo da fabricaccedilatildeo de energia vai ficar mais elevado e com isso para a grande parte da populaccedilatildeo natildeo teraacute condiccedilotildees de pagar esses custos e natildeo teraacute condiccedilotildees de pagar pela aacutegua tratada entatildeo essas populaccedilotildees vatildeo recorrer a outros meios de tomar aacutegua muitas vezes contaminadas com isso vai aumentar o iacutendice de doenccedilas porque natildeo vai ter condiccedilotildees de pagar a aacutegua tratada

10ordf Pergunta ndash Se vocecirc fosse um gestor de um municiacutepio e se deparasse com duas situaccedilotildees A primeira eacute de que haacute um aumento da emigraccedilatildeo da zona rural e a outra seria o aumento da incidecircncia de doenccedilas veiculadas pela aacutegua Que estrateacutegias vocecirc tomaria para solucionar esses dois problemas

Eu incentivaria a realizaccedilatildeo do trabalho na aacuterea rural e tentaria descobrir o porquecirc que as pessoas estatildeo saindo da aacuterea rural e indo pra aacuterea urbana e tentarei solucionar esses problemas que estejam acontecendo na aacuterea rural ateacute mesmo para atrais da cidade para a aacuterea rural Em relaccedilatildeo agraves doenccedilas a explicaccedilatildeo anterior soluciona tambeacutem essa relaccedilatildeo pois o que acontece hoje eacute uma super-lotaccedilatildeo das cidades onde natildeo tem aacutegua potaacutevel para todos e tambeacutem por causa da precariedade que vai enchendo muito as cidades e vai criando favelas condiccedilotildees natildeo aconselhaacuteveis de viver com isso as pessoas vatildeo poluindo os rios natildeo tem onde jogar o lixo que eacute produzido pois haacute uma quantidade maior cada vez mais de pessoas entatildeo consertando tudo o que estaacute acontecendo na aacuterea rural eu vou evitar que a cidade lote cada vez mais resolvendo o problema da aacutegua e da transferecircncia de pessoas da aacuterea rural para aacuterea urbana

Entrevistado THAYNAacute Duraccedilatildeo 14m01s


Acho que o modelo tem sido um processo entatildeo a cada aula tem adquirido conhecimentos que dessa vez focou mais nas bacias e da populaccedilatildeo na forma como o desmatamento afeta um outro processo que natildeo estava tatildeo ligado no comeccedilo


A questatildeo das relaccedilotildees Eacute difiacutecil vocecirc esquematizar e tentar expressar como vocecirc estaacute pensando fazendo as ligaccedilotildees de ldquoIrdquo e ldquoPrdquo positivo e negativo porque tem uma diversidade de caminhos que vocecirc pode seguir que pode ser diferente do que vocecirc estaacute pensando entatildeo na hora de fazer a ligaccedilatildeo de saber se eacute um ldquoPrdquo ou um ldquoIrdquo que eacute melhor pra colocar se negativo ou positivo pode alterar tudo no final Entatildeo a parte mais difiacutecil foi essa eacute saber ligar todas as informaccedilotildees de uma forma que fique certo

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Os conceitos vocecirc saber onde colocar cada quantidade e entidade que ela estaacute relacionada pois as palavras satildeo mais relacionadas no dia-a-dia Entatildeo fica mais faacutecil saber qual quantidade esta relacionada a qual entidade e quais as suas interaccedilotildees


Eacute um processo em que N fatores vatildeo interferir tanto para prejudicar quanto para beneficiar o solo Igual a questatildeo das chuvas se natildeo houver uma cobertura vegetal vai ser devastador e haveraacute erosatildeo como se fosse um efeito negativo no solo como a retirada de nutrientes etc Deixando o solo mais susceptiacutevel a perdas a natildeo ser mais utilizado a perder muitos nutrientes e nem ser cultivados

5ordf Pergunta ndash Quais satildeo as principais causas da erosatildeo

O desmatamento e a expansatildeo da populaccedilatildeo que vai ocupando aacutereas destinadas ao meio ambiente


A erosatildeo afeta o meio ambiente o solo as pessoas que vivem desse solo vai ser uma grande perda pois iraacute passar um longo processo para poder utilizar novamente este solo atuando no fator econocircmico No meio ambiente por que seraacute um local de perda pois uma vegetaccedilatildeo que poderia existir na aacuterea natildeo existiraacute mais A questatildeo da qualidade de vida das pessoas porque a erosatildeo acarreta muitos problemas futuros como os assoreamentos dos rios por ser um evento natural entatildeo ele tende a piorar e isso vai chegar num longo processo aos seres humanos e ele vai afetar diretamente a vida deles tanto economicamente quanto a qualidade de vida porque vaacuterios recursos que utilizava antes natildeo vai mais poder utilizar


Se a quantidade de solo aumentar de acordo com meu modelo vai ter uma maior extensatildeo de bacias hidrograacuteficas entatildeo o custo vai diminui porque algo que eacute abundante que eacute muito utilizado e que tem muitos recursos para utilizar entatildeo o preccedilo tende a cair entatildeo se tem solo suficiente pra constituir toda uma bacia hidrograacutefica que tenha uma maior quantidade de produtos finais entatildeo o preccedilo tende a baixar Pois se ela comeccedilasse a ficar escassa o preccedilo iria aumentar


A energia produzida estaacute diretamente ligada agrave bacias hidrograacuteficas entatildeo pode-se tirar a conclusatildeo que essa energia proveacutem de hidreleacutetricas entatildeo se ocorre o desmatamento vaacuterias aacutereas vatildeo ficar prejudicadas e vatildeo ficar improdutivas entatildeo isso vai afetar diretamente essas bacias as nascentes e a qualidade da aacutegua entatildeo vai ter um processo muito maior e vai ter que ter muito mais recurso para que essa produccedilatildeo de energia ocorra com a mesma eficaacutecia que antes acontecia entatildeo a quantidade de energia ela tende a diminuir pela falta de recursos e pelos prejuiacutezos que o desmatamento traz


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Ocorre primeiramente por causa da atividade humana por causa do saneamento baacutesico da qualidade da aacutegua do desmatamento e da erosatildeo Entatildeo eu acho que a atividade humana acaba por piorar o que jaacute era um processo natural acelerando esses processos Com o desmatamento e a erosatildeo vai poluir muito os rios entatildeo comeccedila a ficar escassa a aacutegua a aacuterea de cultivo e aacute aacuterea de produzir aacutegua pra toda uma sociedade entatildeo comeccedila a diminuir o nuacutemero de aacutegua pra toda a sociedade entatildeo os grupos de menor renda e que ficam mais isolados natildeo tecircm acesso a benefiacutecios como o saneamento baacutesico e esgotos e eles ficam isolados da sociedade pela perda de recursos naturais pelas atividades humanas


Eu acho que eacute uma questatildeo de capacitar minha cidade A primeira coisa eacute a questatildeo do tratamento da aacutegua pois deveria ter acesso para todas as pessoas da cidade Por mais que custo seja alto eu acho que seria compensado porque natildeo teria tanta desigualdade na minha cidade e tambeacutem pouparia muitos gastos com medicamentos e com hospitais que ia estariam cheios por conta do alto niacutevel de doenccedilas Outra questatildeo seria o desmatamentoreflorestamento A questatildeo de dar oportunidades as pessoas que estatildeo saindo da zona rural para a zona urbana mas tambeacutem informar agrave populaccedilatildeo que a zona urbana depende da zona rural

Entrevistado YAN Duraccedilatildeo 08m47s


Basicamente que tem um desmatamento que desencadeia uma seacuterie de outros processos que resultam no final em doenccedilas na populaccedilatildeo causadas pela aacutegua Nesse processo desde o iniacutecio ateacute o final satildeo vaacuterios processos que vatildeo acontecendo


Mais difiacutecil mesmo foi essa uacuteltima parte de conectar os oito uacuteltimos elementos e fazer com que ele tivesse sentido


O inicio da atividade porque a gente comeccedilou colocando o que tinha no texto somente e na outra parte natildeo precisou pensar sem se basear totalmente do texto


Erosatildeo eacute a perda de solo causado pelo desmatamento porque a retirada da vegetaccedilatildeo o solo fica mais propiacutecio a sofrer a erosatildeo


Jaacute respondeu na questatildeo anterior

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Nos rios por exemplo a sedimentaccedilatildeo seguida de assoreamento e uma possiacutevel morte do rio aleacutem de um prejuiacutezo na matriz energeacutetica se for assoreado uma bacia utilizada por uma hidreleacutetrica


Porque seraacute menos sedimento no rio menos sedimento para se retirada do rio entatildeo o tratamento seria mais barato


Jaacute que o desmatamento causa a erosatildeo entatildeo com essa erosatildeo gera a sedimentaccedilatildeo e o assoreamento entatildeo pode sim afetar a produccedilatildeo de energia


Os homens que praticam o desmatamento desencadeando todo um processo desmatamento erosatildeo sedimentaccedilatildeo e assoreamento Aacuteguas mal-tratadas pelo grande nuacutemero de sedimento que tem no rio e aiacute com essa aacutegua mal-tratada eacute que vecircm as doenccedilas causadas pela aacutegua


Implantar medidas mais eficazes de tratamentos de aacutegua e para que essa populaccedilatildeo rural natildeo se evadir

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Appendix G Activity 11



Topic Water erosion





Procedure



(1) To reproduce a model in LS5 (60 min)

(2) To complete a model in LS5 (70 min)


(4) Interviews (20 min)


Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



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Activities for LS5

Atividades usando LS5

Erosatildeo

Nome________________________________________________________ Data 11112011 Objetivo Construir um modelo que apresente conhecimento condicional isto eacute que mostre que se a quantidade de terra deslocada for maior ou igual a criacutetica entatildeo os sedimentos na bacia hidrograacutefica aumentam e afetam a produccedilatildeo de energia em hidroeleacutetricas EXERCIacuteCIO 1

(1) Abra o modelo ldquoErosatildeo hiacutedrica LS5 exerciacutecio 1rdquo

(2) Tente estabelecer a seguinte condiccedilatildeo

Se a Quantidade de terra deslocada ge valor criacutetico

Entatildeo essa variaacutevel faz aumentar a quantidade de sedimentos na bacia

Como implementar essa ideacuteia Fazer aumentar significa colocar uma influecircncia positiva entre Quantidade de

terra deslocada e Sedimentos Que tipo de influecircncia

Eacute um processo Natildeo Entatildeo a leitura passa a ser

Se a Quantidade de terra deslocada eacute maior que o valor criacutetico entatildeo deve haver uma proporcionalidade (P+)

entre Quantidade de terra deslocada e Sedimentos

(3) Complete o modelo com as relaccedilotildees adequadas

(4) Coloque os seguintes valores iniciais para as variaacuteveis

Quantidade Valor

Taxa de erosatildeo Zero derivada crescente

Quantidade de terra deslocada Zero

Sedimentos Pequena

Energia produzida Grande

Lucro Alto

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Para aperfeiccediloar o modelo fazer duas condicionais uma mostrando o que acontece se o valor de Quantidade de terra deslocada eacute ge valor criacutetico (condiccedilatildeo 1a) a outra mostrando o que acontece na situaccedilatildeo complementar a essa ndash o que acontece se Quantidade de terra deslocada eacute lt valor criacutetico (condiccedilatildeo 1b) Portanto Se a Quantidade de terra deslocada ge valor criacutetico




E

Se a Quantidade de terra deslocada lt valor criacutetico

Entatildeo essa variaacutevel natildeo afeta a quantidade de sedimentos na bacia que permanece estaacutevel

Implementaccedilatildeo Se a Quantidade de terra deslocada eacute menor que o valor criacutetico entatildeo natildeo haacute

proporcionalidade (P+) entre Quantidade de terra deslocada e Sedimentos e a derivada de Sedimentos eacute

zero

SALVE O SEU MODELO COMO ldquoEROSAtildeO SEU NOME LS5 VS01rdquo

(5) Simule inspecione os resultados e responda abaixo

1- Quantos estados iniciais _____________ 2- Quantos estados finais _______________ 3- Qual o nuacutemero total de estados _______________ 4- Em qual estado da simulaccedilatildeo haacute a passagem de uma condiccedilatildeo a outra_____________

5- Escolha um caminho e descreva o comportamento das seguintes quantidades

Taxa de erosatildeo

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Quantidade de terra deslocada

Sedimentos

Energia produzida

Lucro

EXERCIacuteCIO 2 (1) Abra o modelo ldquoErosatildeo hiacutedrica LS5 exerciacutecio 2rdquo (2) De forma semelhante ao exerciacutecio anterior tente estabelecer agora uma condiccedilatildeo entre Sedimentos e

Taxa de erosatildeo


(4) Coloque os seguintes valores iniciais para as variaacuteveis Quantidade Valor



Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro

SALVE O SEU MODELO COMO ldquoEROSAtildeO SEU NOME LS5 VS02rdquo EXERCIacuteCIO 3 (1) Abra o modelo ldquoErosatildeo hiacutedrica LS5 exerciacutecio 3rdquo

(2) Dessa vez implemente as duas condiccedilotildees feitas nos exerciacutecios anteriores em um uacutenico modelo





Sedimentos Pequena


Lucro Alto



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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro


Perguntas entrevista

Qual a principal diferenccedila que vocecirc observou entre o LS5 e o LS4

O que vocecirc achou mais faacutecil no LS5 E o que achou mais difiacutecil

Decirc um exemplo de uma situaccedilatildeo condicional que poderia ser feita usando o LS5

Vocecirc tem alguma sugestatildeo para melhora acrescentar ou retirar no LS5

Material prepared by Paulo Salles and Adriano Souza for Evaluation activities of DynaLearn in November 2011

Interviews

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1ordf Pergunta ndash Qual foi a principal diferenccedila entre o Learning Space 4 e o Learning Space 5

A grande diferenccedila que eu achei de grande importacircncia foi a possibilidade de vocecirc fragmentar o que vocecirc estaacute desenhando ali naquele modelo que vocecirc estaacute produzindo e isto eacute de grande importacircncia porque facilita muito mais ainda a sua aprendizagem e o seu desenvolvimento eacute como se vocecirc pegasse a sua ideacuteia e fragmentasse em vaacuterias partes e natildeo ficasse tudo misturado complicando a sua compreensatildeo

2ordf Pergunta ndash O que vocecirc achou mais faacutecil e mais difiacutecil no Learning Space 5

O mais faacutecil eacute vocecirc fazer o primeiro e o segundo exerciacutecio com fragmentaccedilatildeo simples e o mais difiacutecil eacute vocecirc fazer o terceiro juntando essas duas fragmentaccedilotildees que vocecirc fez em um soacute modelo porque eu achei mais difiacutecil e mais complexo pra vocecirc conseguir diferenciar os dois e colocar em um soacute

3ordf Pergunta ndash Vocecirc poderia dar um exemplo de uma situaccedilatildeofenocircmeno condicional que poderia ser feito utilizando o Learning Space 5

Tem dois exemplos Assuntos de guerras 1ordf ou 2ordf guerra mundial onde vocecirc coloca o que causou e tem vaacuterios motivos que causaram entatildeo em cada fragmentaccedilatildeo vocecirc vai colocar os motivos e suas respectivas consequumlecircncias tanto motivo se acontecesse isso aconteceria tal coisa e se acontecendo dependendo de certa taxa para baixo aconteceria outra coisa Outro exemplo seria em relaccedilatildeo agrave sauacutede ou certa epidemia que causa certa enfermidade onde certo valor de enfermos causa uma coisa e baixo de um valor de pessoas enfermas vai causar outra consequumlecircncia e tambeacutem vaacuterios outros assuntos

4ordf Pergunta ndash Vocecirc tem alguma sugestatildeo de melhora ou modificaccedilatildeo no Learning Space 5

Eu tenho Na hora em que vocecirc potildee nas condiccedilotildees as fragmentaccedilotildees vocecirc coloca laacute o modelo e vocecirc organiza na matriz no primeiro ali de forma organizada e na hora que vocecirc potildee a nova condiccedilatildeo o modelo aparece todo embolado que fica ateacute difiacutecil de compreender pra mim fica difiacutecil de compreender aiacute gasta um tempo tirando linhas em cima de nomes que vocecirc colocou de quantidades e entidades entatildeo poderia na forma que vocecirc fez na matriz aparecer nas condiccedilotildees da forma que foi desenhada e colocada as palavras E quando aparece tambeacutem que vocecirc o simula e aparece as bolinhas brancas como as derivadas brancas e que taacute errado se aparecer branco poderia dar dica aonde vocecirc ta errando e natildeo vocecirc ficar perdido procurando ali no mapa onde vocecirc errou Essas as sugestotildees do que poderia estar concertando



A questatildeo de vocecirc ter a possibilidade de presenciar as outras opccedilotildees que vai ter que nem seria as resposta pois um ciclo natildeo tem um soacute caminho ele tem outras diversidade e a gente natildeo consegui ver isso claramente no niacutevel anterior jaacute nesse vocecirc tem a possibilidade de colocar e dividir tipo o que vai acontecer se for dessa forma e o que vai acontecer se for de outra forma e vocecirc vai chegar a uma conclusatildeo mais clara


Eu acho que faacutecil nenhum deles satildeo porque tudo eacute questatildeo de treino se vocecirc trabalha muito com essa ferramenta vocecirc cria um haacutebito e fica mais faacutecil de vocecirc trabalhar A questatildeo eacute faacutecil porque natildeo diferencia muito do que vocecirc aprendeu dos outros eacute como se fosse um processo eacute um ciclo vocecirc vai aprendendo a cada niacutevel entatildeo tem muita coisa que eu jaacute tinha visto nos outros niacuteveis soacute vai aumentando o grau de dificuldade que seria a questatildeo de vocecirc saber dividir se vocecirc colocar e saber juntar que eacute saber colocar uma situaccedilatildeo em um e uma situaccedilatildeo no outro a gente estava muito acostumado a ver isso mas em um modelo

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uacutenico a gente natildeo tinha que separar a gente natildeo tinha que colocar uma possibilidade e pensar em outra possibilidade que vai acontecer a gente estava muito acostumado em estaacute tudo incluso em apenas um modelo entatildeo essa eacute a maior dificuldade vocecirc ter que saber associar as informaccedilotildees e diferenciar e separaacute-las


Eu acho que os fenocircmenos natildeo tecircm soacute uma linha natildeo satildeo linear eacute um ciclo acontecem diversas consequecircncias entatildeo eu acho que o desmatamento seria um bom exemplo Ah sim a atividade humana e o desmatamento ligados entre si eu acho que todo fenocircmeno tem o ldquoserdquo e uma conclusatildeo se acontece algo vai acontecer outra e da mesma forma se mudar esse cenaacuterio vai acontecer algo totalmente diferente Se pensar no desmatamento a populaccedilatildeo e o desmatamento se o nuacutemero de habitantes da populaccedilatildeo aumentar de certa forma o desmatamento tambeacutem vai aumentar natildeo que seja diretamente que a questatildeo eacute se o aumenta o nuacutemero de pessoas aumenta tambeacutem o espaccedilo utilizado que eacute a expansatildeo urbana entatildeo ela vai pegar muitas aacutereas que seriam vegetadas que vai ocorrer o desmatamento da mesma forma que diminuir o nuacutemero de habitantes natildeo tanto ao ponto de acarretar outras consequecircncias o desmatamento tende a diminuir se tiver medidas que possam preservar aquele ambiente ele natildeo iraacute diminuir e aos poucos voltar a crescer


Eu achei muito complicada a questatildeo de vocecirc ter que ir e voltar eu acho que teria que ser mais praacutetico porque eu confundi muito se eu deveria mexer na questatildeo da matriz do modelo ou seja o original ou nos fragmentos e aleacutem da original tem uma que eacute igual ao original mas satildeo soacute os fragmentos e na original vocecirc natildeo mexe nada entatildeo eu acho que fica muito confuso pelo menos nas primeiras utilizaccedilotildees que deveria ser um pouco mais praacutetico que natildeo tenha tantas derivaccedilotildees que fica mais faacutecil o entendimento Pra gente fica faacutecil porque temos um instrutor (Adriano) mas algueacutem que natildeo tenha e que esteja caminhando sozinho que veio do 1 do 2 eu natildeo conseguiria



A questatildeo da implementaccedilatildeo de condiccedilotildees no modelo


O entendimento de como implementar as funccedilotildees eacute faacutecil de entender mas na praacutetica executar as condiccedilotildees e as consequumlecircncias das condiccedilotildees eacute meio complicado mas eu entendi como faz mas quando a gente vai fazer por nossa conta proacutepria executar e colocar no modelo fica meio difiacutecil eacute que confunde as vezes mas no geral natildeo eacute muito complicado natildeo


O que a gente estava modelando sobre a erosatildeo afetando na matriz energeacutetica Eu acho tambeacutem que poderia fazer com outros fenocircmenos ecoloacutegicos tipo desmatamento e vaacuterios outros processos da natureza eu acho que cabe essa coisa da condiccedilatildeo


Natildeo acho que ele estaacute bem completo

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Appendix H Activity 12

Course plan Activity 12 ndash Algal Bloom LS6


Topic Water erosion




To get the opinion of the students about modelling in DynaLearn


Procedure

Duration 9 hours (3 meetings of 3 hours each one)


(1) To reproduce a model about algal bloom in LS5 (60 min)

(2) To reproduce a model in LS6

(3) To create a model in LS6 based on a model in LS5 (70 min)

(4) To create another model in LS6 following a guide

(5) To create a model in LS6 by themselves using hierarchy knowledge

(6) To Answer the exercises (30 min)

(7) To answer the questionnaires (motivation and modelling)



Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

(4) Questionnaires (Motivation and Modelling elements)

Resources

Dynalearn resources


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MODELANDO EM LS6 BLOOM DE ALGAS

Objetivo demonstrar como representar em LS6 modelos desenvolvidos em LS4 e LS5

Materiais Trecircs modelos

9 Bloom de Algas LS4hgp 9 Bloom de Algas LS5hgp 9 Bloom de Algas LS6hgp

Procedimento

1 Estudar o modelo LS4 e implementar o modelo em LS5 incluindo conhecimento condicional

2 Analisar o modelo LS4 e planejar a construccedilatildeo de LS6

3 Construir em LS6 um modelo semelhante aos modelos LS4 e LS5

Modelo inicial O Bloom de algas eacute um fenocircmeno em que o crescimento excessivo de algas azuis (Cianobacteacuterias) provoca um tipo de poluiccedilatildeo da aacutegua pelo excesso de substacircncias toacutexicas (toxinas) O aumento da concentraccedilatildeo de toxinas pode a partir de certo valor criacutetico causar a mortalidade de peixes O modelo abaixo (em LS4) mostra essa situaccedilatildeo

Figura do modelo Bloom de Algas em LS4


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Implementando o Bloom de algas no LS5

1 Construir o ldquoExpression fragmentrdquo

Figura do Bloom de Algas LS5 expression fragment

2 Crie os fragmentos condicionais para 2 tipos de condiccedilotildees 1) Se Toxinas tiver valor menor ou igual a criacutetico entatildeo natildeo relaccedilatildeo de proporcionalidade entre

toxinas e Nuacutemero de peixes e os peixes permanecem estaacuteveis 2) Se Toxinas tiver valor maior que criacutetico entatildeo haacute relaccedilatildeo de proporcionalidade negativa entre

toxinas e Nuacutemero de peixes e os peixes decrescem 3 Valores iniciais do lsquoFragmento Expressatildeorsquo

Figura do Bloom de Algas LS5 valores iniciais

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4 Fragmento com pressuposto 1a

Figura do Bloom de Algas LS5 com pressuposto ldquoToxinas acima de criticordquo

5 Fragmento com pressuposto 2b

Figura do Bloom de Algas LS5 com pressuposto ldquoToxinas igual ou abaixo de criticordquo

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6 Simule o modelo com os valores iniciais mostrados acima e responda as perguntas abaixo

(a) Quantos estados iniciais

(b) Quantos estados finais

(c) Qual o nuacutemero total de estados

(d) Em qual ou quais estados haacute passagem de uma condiccedilatildeo a outra


Seguindo a proposta comentada acima o objetivo eacute dividir o modelo apresentado em LS4 e construir uma biblioteca de fragmentos de modelo contendo cada fragmento uma parte do conhecimento sobre o Bloom de algas e diferentes cenaacuterios a partir dos quais se pode rodar simulaccedilotildees que exploram combinaccedilotildees de partes ou a totalidade dos fragmentos presentes na biblioteca

Planejando o modelo LS6

1 ndash Representar os processos cada um em um Fragmento de Modelo

2 ndash Representar os efeitos dos processos em outro Fragmento de Modelo

3 ndash Representar outros efeitos dos processos em outro Fragmento de Modelo

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Etapa 1 Criar uma aacutervore de entidades com os objetos do sistema a ser modelado

Entidades

Etapa 2 Criar o fragmento de modelo FM01 Alga tem biomassa

FM01 Alga tem biomassa

Etapa 3 Criar o fragmento de modelo FM02 Processo natalidade de algas

FM02 Processo natalidade de algas

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Etapa 4 Criar o fragmento de modelo FM03 Processo mortalidade de algas

FM03 Processo mortalidade de algas

Etapa 5 Criar o Cenaacuterio CEN 01 Soacute algas

Cenaacuterio CEN 01 Soacute algas

Etapa 6 Simule o modelo com os valores iniciais mostrados acima e responda as perguntas abaixo




(d) Descreva o comportamento da variaacutevel Biomassa de algas em uma trajetoacuteria de estados

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AGORA FACcedilA VOCEcirc MESMO

Crie um cenaacuterio em que apenas a Taxa de natalidade influencia a Biomassa das algas Qual eacute o comportamento desta variaacutevel

Etapa 7 Criar o fragmento de modelo FM04 Algas produzem toxinas

FM04 Algas produzem toxinas

Etapa 8 Criar o Cenaacuterio CEN 02 Algas produzem toxinas

Cenaacuterio CEN 02 Algas produzem toxinas





(d) Descreva o comportamento das variaacuteveis Biomassa de algas e Toxinas do lago em uma trajetoacuteria de estados

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Etapa 10 Criar o fragmento de modelo FM05 Toxinas igual ou abaixo de critico natildeo afetam peixes

FM05 Toxinas abaixo de critico natildeo afetam peixes

Etapa 11 Criar o fragmento de modelo FM06 Toxinas acima de critico matam peixes

FM06 Toxinas acima de critico matam peixes

Etapa 12 Criar o cenaacuterio CEN 03 Toxinas acima de valor critico matam peixes

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Cenaacuterio CEN 03 Toxinas acima de valor critico matam peixes





(d) Descreva o comportamento da variaacutevel Biomassa de algas Toxina no lago e nuacutemero de Peixes em uma trajetoacuteria de estados

(e) A partir de que estado nessa trajetoacuteria de comportamento as toxinas comeccedilaram a matar os peixes


Crie um cenaacuterio alterando os valores das variaacuteveis como segue

Taxa de mortalidade gt Taxa de natalidade

Biomassa = grande

Toxinas = grande

Peixes = pequena

Rode a simulaccedilatildeo O que acontece

EXERCIacuteCIOS BOcircNUS

Existem pelo menos duas maneiras de evitar o Bloom de algas eliminar as algas com o uso de algicidas e remover (mecanicamente) a biomassa de algas o que reduz a quantidade de toxinas Esta uacuteltima teacutecnica eacute conhecida por flushing Essas possibilidades podem ser implementadas com poucos fragmentos de modelo adicionais

Na continuaccedilatildeo destes exerciacutecios seraacute criado um lsquoagentersquo o Gestor do Lago que eacute representado no DF pela CAESB Esta vai interferir diretamente nas algas revertendo a situaccedilatildeo do Bloom de algas

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Etapa 14 Criar o fragmento de modelo FM07 CAESB usa algicidas para matar algas

FM07 CAESB usa algicidas para matar algas

Etapa 15 Criar o Cenaacuterio CEN 04 CAESB usa algicidas para matar algas

Cenaacuterio CEN 04 CAESB usa algicidas para matar algas no Lago





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(e) A partir de que estado nessa trajetoacuteria de comportamento as toxinas deixaram de matar os peixes

Etapa 17 Criar o fragmento de modelo FM08 CAESB remove algas e reduz toxinas

FM08 CAESB remove algas e reduz toxinas

Etapa 18 Criar o Cenaacuterio CEN 05CAESB remove algas e reduz toxinas do Lago

Cenaacuterio CEN 04 CAESB usa algicidas para matar algas







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ATIVIDADE DE AVALIACcedilAtildeO 1

1 Crie um novo modelo ldquoaacutervore e sombra seu nome LS6rdquo 2 Crie as entidades Aacutervore Solo e Aacutegua 3 Crie as seguintes quantidades e espaccedilos quantitativos

Quantidade Espaccedilo quantitativo

Aacuterea sombreada Pequena meacutedia grande

Biomassa Pequena meacutedia grande

Taxa de crescimento Zero positivo

Taxa de perda de massa Zero positivo

Temperatura Quente criacutetica fria

Umidade Pequena meacutedia grande

4 Crie os seguintes fragmentos de modelo

Fm01 aacutervore tem biomassa

Fm02 processo de crescimento da biomassa

Fm03 processo de perda de biomassa

5 Construa o cenaacuterio 1 apenas aacutervore crescendo

6 Simule o cenaacuterio e responda as perguntas abaixo

Pergunta Resposta

Quantos estados iniciais

Quantos estados finais

Qual o nuacutemero total de estados


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Fm04 aacutervore produz sombra

8 Construa o cenaacuterio 2 aacutervore crescendo e fazendo sombra


Pergunta Resposta





Fm05 temperatura do solo depende da sombra

11 Construa o cenaacuterio 3 aacutervore crescendo e fazendo sombra e afetando a temperatura


Pergunta Resposta





Fm06 abaixo da temperatura criacutetica umidade natildeo eacute afetada

Fm07 acima da temperatura criacutetica umidade eacute afetada

14 Construa o cenaacuterio 4 aacutervore crescendo e afetando a umidade do solo


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Pergunta Resposta




SALVE O SEU MODELO

ATIVIDADE DE AVALIACcedilAtildeO 2 (Continuaccedilatildeo da atividade 1)

1 Salve o modelo ldquoaacutervore e sombra seu nome LS6rdquo como um novo modelo ldquoaacutervore e sombra seu nome LS6 vs1rdquo

2 Crie o pressuposto da correspondecircncia sombra corresponde a aacutervore 3 Crie os seguintes fragmentos de modelo

Fm08 assume tamanho da sombra corresponde a aacutervore

Adicione aqui o pressuposto criado

4 Construa o cenaacuterio 5 aacutervore afetando a umidade do solo com pressuposto


Pergunta Resposta




SALVE O SEU MODELO

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Exerciacutecio criado por Paulo Salles e Adriano Souza para DynaLearn em Novembro de 2011

Interviews

1ordf Pergunta ndash A respeito da atividade de hoje o que vocecircs acharam comparado com as outras atividades Bruno A primeira vez haacute trecircs encontros atraacutes foi bem difiacutecil e hoje tambeacutem porque a gente criou o primeiro mapa sozinho foi difiacutecil mas soacute no primeiro eu creio que no proacuteximo vai ter uma facilidade bem maior para fazer E eacute bom porque fica tudo fragmentado e se vocecirc tiver alguma duacutevida em alguma aacuterea do assunto que vocecirc esta estudando vocecirc busca no cenaacuterio busca no fragmento que vocecirc fez Eacute muito bom o niacutevel 6 e o niacutevel 5 tambeacutem eu gostei muito Thaynaacute Eu acho que cada niacutevel tem seu grau de dificuldade mas a questatildeo eacute praacutetica se vocecirc executa muitas vezes ele vai ficando mais familiar vai conseguindo mais trabalhar com ele sem aquela dificuldade que aconteceu com a gente Porque a primeira vista parecia impossiacutevel trabalhar no niacutevel 6 era muito complexo mas a gente vai trabalhando ao decorrer dos encontros vai percebendo que se a gente continuar trabalhando com ele natildeo vai ficar esse monte de coisa que ia ser fica mais claro pois a gente sabe onde fica cada lugar como trabalhar com eles e como interpretar cada informaccedilatildeo que tava muito difiacutecil no comeccedilo Mas hoje a gente jaacute trabalhou tanto o modelo e foi acrescentando coisas e trabalhando nessa linha evolutiva e ficou mais faacutecil compreender aquilo que a gente natildeo tinha conseguido entender laacute no comeccedilo 2ordf Pergunta ndash Vocecircs sentiram mais possibilidades no LS6 do que nos outros niacuteveis O que vocecircs acharam que conseguiram fazer no LS6 que vocecircs natildeo conseguiriam fazer nos outros niacuteveis Yan A questatildeo da reutilizaccedilatildeo dos conhecimentos que vocecirc usa um fragmento em vaacuterios cenaacuterios e tambeacutem a questatildeo da heranccedila por exemplo se vocecirc coloca determinada quantidade em uma entidade que estaacute superior hierarquicamente a outra as outras vatildeo estaacute tambeacutem e isso fica mais faacutecil de modelar e economiza tempo Thaynaacute A gente consegue ver isolado cada setor que a gente tinha visto antes os outros eles datildeo aquilo tudo montado e a gente tem que determinar O LS6 natildeo ele daacute cada possibilidade pois se for maior ou se for menor ele vai dividindo o conhecimento e conseguimos ver cada aacuterea e setor do modelo Bruno Pra mim foi a fragmentaccedilatildeo que quanto mais vocecirc divide o que estaacute estudando vocecirc sabe e mais vocecirc aprofunda no assunto e mais vocecirc vai buscar informaccedilotildees por exemplo quando fui buscar informaccedilotildees sobre os primatas eu vi espeacutecies que nunca tinha visto no meu ensino meacutedio todo Yan Tambeacutem da pra representar qualquer fenocircmeno de forma ampla e completa porque em determinados LS se vocecirc for colocando muitas quantidades e entidades ficam meio confusas e esse natildeo como eacute fragmentado daacute pra vocecirc entender melhor porque estaacute conhecimento estaacute fragmentado aiacute no final vocecirc sabe que tudo se relaciona 3ordf Pergunta ndash Vale a pena trabalhar com LS6 Unacircnime Sim 4ordf Pergunta ndash Como vocecircs avaliam essa possibilidade do LS6 trabalhar em fragmentos Bruno Como a gente aprendeu aqui no decorrer das aulas que eacute necessaacuterio vocecirc aprender os outros niacuteveis o 4 e o 5 para vocecirc entrar no 6 agora se vocecirc entrar direto no 6 fica meio difiacutecil vocecirc que ter um mapa vocecirc tem que ter um rascunho antes de entrar no LS6 Professor Paulo Anteriormente soacute havia o LS6 era um software chamado GARP foi uma das causas que reforccedilou a ideacuteia de criar o DynaLearn e criar outros niacuteveis menos complexos e organize as ideacuteias para poder chegar no LS6

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Bruno Agora em relaccedilatildeo a esse projeto em pessoas que natildeo tiveram base e nem esses ensinamentos acho que vai ser difiacutecil porque nas escolas os professores natildeo ensinam os conceitos de quantidades e entidades e natildeo levam uma reflexatildeo maior sobre isso entatildeo no primeiro contato que tivemos a gente teve uma dificuldade de conhecer o ldquoIrdquo e o ldquoPrdquo diferenciar e a noccedilatildeo de feedback Professor Paulo Vocecircs natildeo conheciam a noccedilatildeo de feedback e natildeo via isso na sala de aula Unacircnime Natildeo Bruno (continuaccedilatildeo) Os meacutetodos utilizados na escola satildeo antigos e eu considero arcaico de chegar ao quadro e escrever e escrever ficando maccedilante aquilo natildeo leva a uma percepccedilatildeo de como eacute a realidade e nem leva vocecirc a pensar a ter a sua opiniatildeo vocecirc soacute vai pegar a opiniatildeo do professor Cada pessoa tem sua opiniatildeo e se ele teve a opiniatildeo dele durante toda sua carreira e graduaccedilatildeo ele vai passar aquilo e natildeo daacute espaccedilo pra gente Esse programa vai dar sim se for utilizado na escola ele daria porque daria uma discussatildeo se for feito em grupo ou em dupla Yan Porque cada um tem o seu modo de modelar e de ver tal fenocircmeno seria ateacute melhor um grupo de pessoas discutindo determinado assunto e assim ficaria mais didaacutetico Bruno (continuaccedilatildeo) Porque eu acho que em todas as reuniotildees que tivemos por aqui a gente discutiu qual o melhor caminho a seguir no modelo e aiacute vemos um melhor caminho na visatildeo dos trecircs Thaynaacute eu acho que eacute muito complicado entrar numa escola hoje que eacute muito despreparada pois os alunos natildeo receberiam o programa da forma que a gente recebeu tem gente que natildeo daacute valor as oportunidades como exemplo um professor trabalhava com os mapas conceituais e teve alunos que usaram para estudar e entenderam e outros apenas fazia para ganhar a nota e natildeo entenderam nada Entatildeo eu acho que mais que entender o programa e os alunos tecircm que estaacute disposto a aprender porque eacute um programa complexo porque a gente teve ajuda do Adriano em tudo Para um aluno sem incentivo e para aprender a modelar soacute com o programa eacute muito difiacutecil O que o professor passava que eacute o mapa conceitual e todo mundo tinha dificuldades eacute o niacutevel 1 entatildeo para um aluno chegar ao niacutevel 6 ele teria um grande trabalho 5ordf Pergunta ndash Vocecircs sentem que quando vocecircs olham para o mundo hoje em dia vocecircs percebem o mundo de forma diferente Quando vocecircs olham para alguma coisa e vocecircs enxergam uma entidade um objeto um ldquoIrdquo ou um ldquoPrdquo Bruno Com certeza esses conflitos que estatildeo ocorrendo na Aacutefrica e na parte da Aacutesia vocecirc ver o ldquoIrdquo e o que taacute influenciando o que daacute o ldquoPrdquo como consequumlecircncia do ato e a quantidade de problemas e o que eles vatildeo causar Pra mim facilitou o meu entendimento de vaacuterios assuntos 6ordf Pergunta ndash Daacute um exemplo de uma coisa que vocecirc entendeu pensando nos modelos Thaynaacute A gente tava estudando sobre cerrado eu acho que foi uma das coisas que a gente mais para fazer as simulaccedilotildees e no ENEM caiu uma questatildeo similar ao que estaacutevamos debatendo durante todo o processo E a gente conseguiu olhar pra prova e reconhecer tudo aquilo que a gente viu Yan A gente consegue identificar de qualquer texto jaacute identifica logo o que deve ser entidade e o que deve ser quantidade o que vai influenciar em tal ponto e uma ideacuteia e as palavras principais Bruno Com aquela atividade que faziacuteamos de ler o texto e identificar as entidades e quantidades as vezes quando eu to lendo um texto eu jaacute identifico o que deve ser uma entidade e uma quantidade 7ordf Pergunta E isso tudo ajuda vocecircs a entenderem os problemas Unacircnime Sim claro 8ordf Pergunta Uma das coisas que satildeo importantes nos modelos e foi repassado satildeo as forccedilas antagocircnicas (uma forccedila a favor e uma contra) Baseado nisso vocecircs reconhecem nos textos e notiacutecias que vocecircs lecircem essa forccedila a favor e uma contraacuteria E francamente vocecircs atribuiriam ao trabalho realizado um pouco dessa percepccedilatildeo Bruno Na minha interpretaccedilatildeo sim e o que vai levar ao decorrer dos acontecimentos satildeo duas forccedilas sempre uma vai prevalecer poreacutem em alguns casos tambeacutem vatildeo estar iguais e o que vai mandar eacute a forccedila que estaacute maior que vai causar todo o decorrer do acontecimento eu estou vendo assim depois do aprendizado Thaynaacute Eacute bastante automaacutetico as vezes a gente estaacute lendo o texto e acho que o ceacuterebro funciona dessa forma ele jaacute vai automaticamente fazendo esse processo Igual a situaccedilatildeo retratada na prova do ENEM a gente se lembra de tudo o que foi visto por mais que natildeo queira fazer jaacute virou automaacutetico Entatildeo toda vez

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estudando vocecirc olha pra uma coisa vocecirc consegue distinguir o que eacute a favor e o que eacute contra o que faz aumentar e o que faz diminuir o que faz ela ficar estaacutevel e natildeo mudar Entatildeo jaacute virou um haacutebito que vocecirc ler algo e jaacute consegue discernir pra que lado vai aquele fenocircmeno ou acontecimento Yan Eu acho que natildeo existe exemplo melhor que as nossas discussotildees de volta para casa pois sempre tem um exemplo problemaacutetico que a gente vai discutindo 9ordf Pergunta Vocecircs reconhecem os limites de onde os problemas ocorrem Por exemplo o assoreamento aqui natildeo tem nada a ver com os problemas que estatildeo acontecendo no Iraque Tahynaacute Eu acho mais complicado porque a gente tem a tendecircncia em aumentar tudo porque de uma coisa simples e tatildeo pequena a gente consegue abrir o leque e ir tatildeo longe Ou entatildeo potildee sempre uma dificuldade A gente sempre acha que um problema que estaacute aqui eacute problema de tudo e que ele vai afetar tudo entatildeo eu acho que a maior barreira que a gente tem eacute limitar o conhecimento pois a gente mistura muito os conceitos e assuntos e pra saber separar os dois eacute um trabalho difiacutecil 10ordf Pergunta O que eacute um processo Thaynaacute Eacute algo que estaacute em accedilatildeo Yan Eu acho mais faacutecil identificar do que definir como exemplo o crescimento assoreamento desmatamento e erosatildeo Bruno O processo eu acho que tem inicio meio e fim e natildeo uma coisa fixa E que eacute causado por um agente algo que vai iniciar e algo que vai sofrer a accedilatildeo desse processo e que vai terminar 11ordf Pergunta Quando vocecircs olham nos textos vocecircs conseguem identificar os processos Unacircnime Sim eu acho mais faacutecil 12ordf Pergunta E o feedback Quando eacute que vocecirc ver o feedback Bruno Eacute quando a accedilatildeo do iniacutecio teve uma consequumlecircncia que estaacute voltando na entidade inicial Yan O agente que deu a primeira influecircncia recebe de alguma maneira um retorno dessa influencia 13ordf Pergunta Vocecircs natildeo se lembram de terem visto essa noccedilatildeo de feedback no ensino meacutedio Thaynaacute Natildeo sei se a ideacuteia mas o termo natildeo A primeira vez que virmos o termo foi aqui no Dyna Professor Paulo Mas a ideacuteia de que alguma coisa que acontece aqui e volta e faz um efeito laacute atraacutes de novo Bruno Vi em alguns conceitos de geografia mas os professores natildeo chamara atenccedilatildeo pra isso Professor Paulo Os professores de biologia natildeo falavam nas aulas de fisiologia Yan Jaacute mas tambeacutem em relaccedilatildeo agrave atitude do homem influenciando a natureza Professor Paulo A natureza traacutes uma consequumlecircncia para a atividade do homem mas a questatildeo da fisiologia do corpo humano Ningueacutem nunca chamou atenccedilatildeo pra vocecircs Bruno De falar assim ldquoah isso aqui eacute um feedbackrdquo ningueacutem nunca disse natildeo Mas dar uma ideacuteia central sim Questionnaire about modelling elements answered by 3 students of CEM01 in Long Term Studies at the end of the final activity in november of 2011

1- The possibility to express concepts by qualitative models is Total Percentage Very low 0 00 Low 0 00 Moderate 0 00 High 1 333 Very high 2 667

3 1000 Comments Make learning easier

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To express concepts by DynaLearn its easier because of many tools available as possibility of simulation and grounding and the possibility of a better understanding

It is a easy way of organization and knowledge representation It can be used to have a wide complete and criticism about a issue to be modeled

2- Indicate the degree of difficulty that you found to understand each one of the following modelling ingredients that you have inspected 21 - Entities Total Very hard 0 00 Hard 0 00 Moderate 1 333 Easy 0 00 Very easy 2 667

3 1000

22- Entities and configurations (representations of modeled system structure) Total Very hard 0 00 Hard 0 00 Moderate 1 333 Easy 1 333 Very easy 1 333

3 1000 23- Quantities (variables) Total Very hard 0 00 Hard 0 00 Moderate 1 333 Easy 1 333 Very easy 1 333

3 1000 24- Qualitative values Total Very hard 0 00 Hard 0 00 Moderate 2 667 Easy 1 333 Very easy 0 00

3 1000 25- Quantity space Total Very hard 0 00 Hard 1 333 Moderate 0 00 Easy 2 667 Very easy 0 00

3 1000 26- Model fragments Total

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Very hard 0 00 Hard 0 00 Moderate 0 00 Easy 1 333 Very easy 2 667

3 1000 27- Processes Total Very hard 0 00 Hard 0 00 Moderate 1 333 Easy 1 333 Very easy 1 333

3 1000 28- Direct influences (I+ and I-) Total Very hard 0 00 Hard 0 00 Moderate 1 333 Easy 0 00 Very easy 2 667

3 1000 29- Qualitative proportionality (P+ and P-) Total Very hard 0 00 Hard 0 00 Moderate 0 00 Easy 2 667 Very easy 1 333

3 1000 210- Correspondences Total Very hard 0 00 Hard 0 00 Moderate 2 667 Easy 1 333 Very easy 0 00

3 1000 211- Descriptive situation (qualitative states) Total Very hard 0 00 Hard 1 333 Moderate 1 333 Easy 1 333 Very easy 0 00

3 1000 212- Scenarios Total Very hard 0 00 Hard 0 00

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Moderate 2 1000 Easy 0 00 Very easy 0 00

2 1000 213- Simulations Total Very hard 0 00 Hard 0 00 Moderate 1 333 Easy 1 333 Very easy 1 333

3 1000 Comments

Particularly each model ingredient has its own degree of difficulty and understand them riquires practice But with effort and dedication everything turns easy

It was easier to me to know the beginning Learning spaces and I found some difficulties to understand the functioning of more complex leraning spaces Besides I had to pay more attention on simulation results

3- Do you think that the use of DynaLearn software is compatible with the reality of the school where you study Total Yes 0 00 Maybe 2 667 No 1 333

3 1000 Why

Because most of the methods applied by theachers there is out of date and also is hard to lern

The school where I study still need a lot of incentive and students attention In general students dont give the value needed to opportunities like this and the software ended to be understimated

Students are indifferents regarding of learning improvement because of the low amount of resources available in the public schools 4- Indicate the degree of difficulty that any secondary school student could find to understand each one of the following ingredients used in qualitative models 41 - Entities Total Very hard 0 00 Hard 1 333 Moderate 0 00 Easy 1 333 Very easy 1 333

3 1000

42- Entities and configurations (representations of structure of system modeled) Total Very hard 0 00

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Hard 1 333 Moderate 0 00 Easy 1 333 Very easy 1 333



3 1000 45- Quantity spaces Total Very hard 0 00 Hard 1 333 Moderate 2 667 Easy 0 00 Very easy 0 00

3 1000 46- Model Fragments Total Very hard 0 00 Hard 3 1000 Moderate 0 00 Easy 0 00 Very easy 0 00

3 1000 47- Processess Total Very hard 0 00 Hard 1 333 Moderate 2 667 Easy 0 00 Very easy 0 00

3 1000 48- Direct influences (I+ and I-) Total Very hard 0 00 Hard 1 333 Moderate 1 333

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Easy 1 333 Very easy 0 00

3 1000 49- Qualitative proportionalities (P+ and P-) Total Very hard 0 00 Hard 1 333 Moderate 1 333 Easy 1 333 Very easy 0 00


3 1000 411- Descriptive situations (qualitative states) Total Very hard 0 00 Hard 0 00 Moderate 2 667 Easy 1 333 Very easy 0 00

3 1000 412- Scenarios Total Very hard 1 333 Hard 1 333 Moderate 1 333 Easy 0 00 Very easy 0 00


3 1000 Comments

Can have any difficulty on understanding because the difference in the way it is taught at schools or even by the lack of teaching of the perception of these concepts

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It will be very difficult for a secondary school student without preparation or a teacher to support to use the software because it is very complex and needs effort and attention

A regular secondary school student could have difficulty to understand learning spaces more complex And he could have difficulty to understand simulation results

5- Supposing the language used to represent concepts on qualitative models is known by students the possibility of success on scientific education mediated by qualitative models is Total Very low 0 00 Low 0 00 Moderate 0 00 High 2 667 Very high 1 333

3 1000 Comments

The possibility of scientific education mediated by qualitative models would be very efficient in case students are interested and be dedicated because for many students the concepts demonstrated are unknown and there isnt motivation to learn

Qualitative models make easier the organization and representation Os modelos qualitativos facilitam muito a organizaccedilatildeo e representaccedilatildeo de fenocircmenos principalmente nas ciecircncias exatas

6- Other comments about the language used to build qualitative models

Nenhum pois a forma que jaacute estaacute sendo utilizado estaacute oacutetimo caso haja duacutevida na linguagem cabe a pessoa que queira construir os modelos buscar estes significados ou um conhecimento preacutevio

A linguagem eacute bastante simples requer atenccedilatildeo e estudo mas eacute algo prazeroso e bastante uacutetil para o dia-a-dia estudantil

Eacute uma linguagem de faacutecil apreendimento basta prestar atenccedilatildeo e ter vontade de aprender que a construccedilatildeo de modelos qualitativos torna-se uma atividade muito uacutetilno entendimento de determinados assuntos

Motivation questionnaire results Q1 - What is your overall opinion about the learning activity with the DynaLearn software Total Percentage Very bad 0 00 Bad 0 00 Neutral 0 00 Good 0 00 Very good 3 1000

Q2- Modelling with the software opened up new ways of thinking about natural Total

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systems

Totally disagree 0 00 Disagree 0 00 Neutral 0 00 Agree 0 00 Totally agree 3 1000 Q3 -I found it easy to differentiate between proportionalities (Ps) and direct influences (Is) Total Totally agree 0 00 Agree 2 667 Neutral 0 00 Disagree 1 333 Totally disagree 0 00 Q4 - The way the spaces describe the quantitative variables was not easily understood qualitatively Total Totally agree 0 00 Agree 0 00 Neutral 1 333 Disagree 2 667 Totally disagree 0 00 Q5 - I found it easy to identify and describe the entities and quantities of the systems Total Totally agree 1 333 Agree 1 333 Neutral 1 333 Disagree 0 00 Totally disagree 0 00 Q6 ndashUnderstand the way in which quantity spaces qualitatively describe variables and the number of behaviors were easy Total Totally agree 1 333 Agree 1 333 Neutral 1 333 Disagree 0 00 Totally disagree 0 00

Q7 - The identification and description of the entities and quantities were hard Total Totally agree 0 00 Agree 1 333 Neutral 0 00 Disagree 1 333 Totally disagree 1 333 Q8 - The differentiation between direct influences (Is) and proportionality ( Ps) was difficult Total Totally agree 0 00 Agree 1 333 Neutral 1 333 Disagree 1 333

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Totally disagree 0 00 Q9 - I did not understand systems behaviors through simulation of models Total Totally agree 0 00 Agree 0 00 Neutral 0 00 Disagree 1 333 Totally disagree 2 667 Q10 - What level of use in Dynalearn you consider that most contributed to your understanding of concepts Total LS1 (Mapa Concitual) 0 00 LS2 (modelo causal baacutesico) 0 00 LS3 (Modelo casual baacutesico com o grafo de estados) 0 00 LS4 (modelo de diferenciaccedilatildeo causal) 1 333 LS5 (modelo de conhecimento condicional) 1 333 LS6 (modelo geneacuterico e reutilizaacutevel) 1 333 Q11 - Being able to simulate the models helped me to develop my understanding of the potential behavior of the systems Total Totally agree 2 667 Agree 1 333 Neutral 0 00 Disagree 0 00 Totally disagree 0 00 Q12 -Identify and extract the relevant and essential information of the text was Total Very easy 1 333 Easy 1 333 Neutral 1 333 Difficult 0 00 Very difficult 0 00

Open questions

Student Q13 ndash What did you like

s01 Das possibilidades que satildeo oferecidas de modelagem aleacutem da interaccedilatildeo existente entre a pessoa que modela e o programa

s02

Eu gostei do programa como um todo a forma como fomos evoluindo dentro do programa debatendo possibilidades e simulando para atestar nossas hipoacuteteses A utilizaccedilatildeo de diversos recursos como o grounding e o teachable agent Das pessoas com quem trabalhamos e etc

s03 Gostei de poder simular diversas situaccedilotildees sobre diversos fenocircmenos e compreender de forma mais completa determinados conceitos E poder organizar os conceitos de forma faacutecil de entender

Q14 - What did you dislike

s01

Os hamsters poderiam ser utilizados em todos os LS e na hora da criaccedilatildeo de entidades e quantidades Deveria ter um banco de dados com as mais utilizadas para facilitar e agilizar a modelagem

s02 -

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s03 -

Q15 ndash Any idea to improve the software

s01 A mesma resposta da pergunta anterior

s02 O software eacute de grande ajuda poreacutem eacute bastante complexo para algueacutem que natildeo conhece o programa

s03 Revisaacute-lo para retirar os bugs


s01 Gostei muito de ter conhecido participado e contribuiacutedo para esse projeto

s02 Adorei trabalhar com o software e com o Adriano que foi de grande ajuda para compreensatildeo do programa e dos assuntos

s03

Gostaria de elogiar o projeto pois o DynaLearn eacute uma oacutetima alternativa para o estudo dos fenocircmenos e possibilita um conhecimento amplo e completo e permite conclusotildees mais precisas sobre o comportamento de vaacuterios sistemas

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Appendix I Activity 13

Course plan Activity 13 ndash Water cycle LS4 with deaf students (System thinking)


Topic Water cycle




Target population 27 Secondary school students (Deaf students)

Procedure

Duration 6 hours (2 meetings of 3 hours)




(3) Answering the exercises (120 min)



Modelling exercises

Written exercises

Assessment (1) Pre and post-tests

(2) The models produced

(3) Exercises

Resources

Dynalearn resources



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Pre-test

Projeto DynaLearn Atividades em 09 de novembro de 2011

Teste 1

Nome _________________________________________________________________

Nos exerciacutecios a seguir analise os graacuteficos e responda FALSO ou VERDADEIRO para as relaccedilotildees entre os processos que explicam os resultados dos graacuteficos

(1)

(2)

No periacuteodo de tempo mostrado na figura

Taxa de precipitaccedilatildeo gt Taxa de evaporaccedilatildeo

e a quantidade de Aacutegua no Lago aumenta

Aacutegua no Lago

Tempo

( ) FALSO ( ) VERDADEIRO

No periacuteodo de tempo T1

Taxa de precipitaccedilatildeo lt Taxa de evaporaccedilatildeo

e a quantidade de Aacutegua no Lago diminui


Taxa de precipitaccedilatildeo = Taxa de evaporaccedilatildeo

Aacutegua no Lago

T1 T2 Tempo ( ) FALSO ( ) VERDADEIRO

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(3)

(4)

(5)

Desenhe o graacutefico correspondente agrave situaccedilatildeo de um Lago em que


T1 T3 T2 Tempo

No periacuteodo de tempo T1 Taxa de precipitaccedilatildeo lt Taxa de evaporaccedilatildeo e a quantidade de Aacutegua no Lago diminui No periacuteodo de tempo T2 Taxa de precipitaccedilatildeo = Taxa de evaporaccedilatildeo No periacuteodo de tempo T3 Taxa de precipitaccedilatildeo gt Taxa de evaporaccedilatildeo


T1 T3 T2 Tempo

No intervalo T2


Aacutegua no subsolo


Aacutegua no Lago

Tempo

Aacutegua no lago

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(6)


no periacuteodo T1 Taxa de precipitaccedilatildeo lt Taxa de evaporaccedilatildeo

e no periacuteodo T2 Taxa de precipitaccedilatildeo gt Taxa de evaporaccedilatildeo

(7)

Desenhe um graacutefico que mostre a situaccedilatildeo da quantidade de aacutegua em um Lago no cerrado explicando o desenho com base nas relaccedilotildees entre PRECIPITACcedilAtildeO e EVAPORACcedilAtildeO

Preencha as lacunas da frase abaixo explicando o graacutefico que vocecirc desenhou Use as palavras

MAIOR QUE MENOR QUE IGUAL A

(a) No periacuteodo das chuvas a Taxa de precipitaccedilatildeo eacute __________________________ a Taxa de Evaporaccedilatildeo

Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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(b) No periacuteodo da seca a Taxa de precipitaccedilatildeo eacute __________________________ a Taxa de Evaporaccedilatildeo

Nas questotildees seguintes preencha as lacunas utilizando as palavras

PRECIPITOU EVAPOROU INFILTROU

ESCOOU

(8)

No fim de semana o sol estava muito forte

As vacas ficaram com sede porque a aacutegua do bebedouro _____________________________

(9)

Ontem caiu uma tempestade muito forte

Uma parte da aacutegua ______________________________ no solo

mas outra parte da aacutegua ______________________________ por isso o Lago transbordou

(10 a) Faccedila uma frase com as palavras a seguir

ANO PASSADO SOL EVAPORACcedilAtildeO RESERVATOacuteRIO FALTOU AacuteGUA

(10 b) Faccedila uma frase com as palavras a seguir

PERIacuteODO DE CHUVA PLANTAR SOLO

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Post-test

Projeto DynaLearn

Atividades em 09 de novembro de 2011 Poacutes-Teste

Nome _________________________________________________________________


(1)

(2)


Taxa de infiltraccedilatildeo gt Taxa de evaporaccedilatildeo

e a quantidade de Aacutegua no subsolo diminuiu


Tempo




e a quantidade de Aacutegua no solo diminui




Aacutegua no solo

T1 T2 Tempo

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(3)

(4)

(5) Desenhe o graacutefico correspondente agrave situaccedilatildeo de um Lago em que



Taxa de infiltraccedilatildeo lt Taxa de evaporaccedilatildeo

e a quantidade de Aacutegua no subsolo diminui


Taxa de infiltraccedilatildeo = Taxa de evaporaccedilatildeo




No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

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no periacuteodo T1 Taxa de precipitaccedilatildeo gt Taxa de evaporaccedilatildeo

e no periacuteodo T2 Taxa de precipitaccedilatildeo lt Taxa de evaporaccedilatildeo

(7) Desenhe um graacutefico que mostre a situaccedilatildeo da quantidade de aacutegua em um Lago no cerrado explicando o desenho com base nas relaccedilotildees entre PRECIPITACcedilAtildeO e EVAPORACcedilAtildeO



(a) No periacuteodo da seca a Taxa de Evaporaccedilatildeo eacute __________________________ a Taxa de Precipitaccedilatildeo

Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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(b) No periacuteodo das chuvas a Taxa de Precipitaccedilatildeo eacute __________________________ a Taxa de Evaporaccedilatildeo


PRECIPITACcedilAtildeO EVAPORACcedilAtildeO INFILTRACcedilAtildeO ESCOAMENTO

(8)

Ontem agrave tarde depois da chuva vimos muitas poccedilas de aacutegua no chatildeo

Isso aconteceu porque a ______________________ era maior que a ____________________

(9)

Minha matildee colocou aacutegua no vaso de plantas A aacutegua sumiu mas depois vazou por baixo do vaso

Isso aconteceu porque houve __________________________________ da aacutegua na terra do vaso


SERTAtildeO DO NORDESTE PRECIPITACcedilAtildeO RESERVATOacuteRIO CAMINHAtildeO-PIPA


MEIO DIA PLANTACcedilAtildeO IRRIGACcedilAtildeO EVAPORACcedilAtildeO

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Appendix J Activity 14

Course plan Activity 14 ndash Water cycle LS4 Hearing Students (System thinking)


Topic Water cycle




Target population 27 Secondary school students

Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



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Appendix K Activity 15

Course plan Activity 15 ndash TA - Environmentalists vs woodcutters (Deaf Students)

COURSE PLAN ID (EVALUATION ACTIVITY 15) Topic The debate of Environmentalists vs woodcutters


Target population Secondary school students (Deaf students) Procedure

Duration 6 hours (2 meetings of 3 hours) Implementation plan and

schedule (1) Pre-test (20 min) (2) Text for support ldquoEnvironmentalists versus woodcuttersrdquo (60 min) (3) 1ordm Model building LS2 - Model version 1 (60 min) (4) Quiz master and Model version 2 3 etc (190 min) (5) Post-tests and motivation questionnaires (30 min)


(1) The students will answer a pre-test and a post-test In the activities we will use the model ldquoFloresta anfibiosrdquo First the students will build a model in LS2 about a the text environmentalists vs woodcutters using Teachable Agent mode

Assessment (1) The quality of the models produced (compare versions 1 2 3 etc) (2) Questionnaire about using the software DynaLearn (3) Questionnaire about motivation (4) Pre and post-tests

Resources

Dynalearn resources

DynaLearn - Conceptual modelling and Teachable Agent workspace ldquoFloresta e anfiacutebiordquo model

Learning materials Motivation texts DynaLearn models

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Pre-test

Projeto DynaLearn

Atividades em 24 de novembro de 2011 Teste 1

Nome _________________________________________________________________

Idade __________ Sexo ( ) Masculino ( ) Feminino

Nos exerciacutecios a seguir assinale V para as frases verdadeiras e F para as frases falsas

1 ( ) A empresa madeireira quer salvar os anfiacutebios

2 ( ) O grupo de proteccedilatildeo agrave natureza quer salvar os anfiacutebios

3 ( ) Se a empresa madeireira parar de retirar madeira aumentam as doenccedilas nas plantas

4 ( ) Se aumentarem as aacutervores preservadas diminuem as doenccedilas nas plantas

5 ( ) Se aumentar a quantidade de madeira retirada aumentam os impostos coletados pela sociedade

Responda agraves seguintes questotildees

6 - Explique como o grupo de defesa da natureza pretende aumentar a oferta de empregos

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7 - Cite quais satildeo os benefiacutecios para a sociedade obtidos com a retirada da madeira da floresta

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8 - Vocecirc concorda ou natildeo concorda com os grupos de defesa da natureza Por que

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-test


Teste 2

Nome _________________________________________________________________ Idade _________ Sexo ( ) Masculino ( ) Feminino


1 ( ) A empresa madeireira quer destruir as lagoas onde vivem os anfiacutebios

2 ( ) O grupo de proteccedilatildeo agrave natureza quer aumentar a exploraccedilatildeo da madeira

3 ( ) Os anfiacutebios vivem nas aacutervores

4 ( ) Se aumentar a quantidade de aacutervores preservadas aumentam os produtos florestais

5 ( ) Se aumentar a quantidade de madeira retirada aumentam os empregos na exploraccedilatildeo da madeira


6 - Explique como os madeireiros pretendem aumentar a oferta de empregos

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7 - Cite quais satildeo os benefiacutecios para a sociedade obtidos com a preservaccedilatildeo das aacutervores da floresta

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8 - Vocecirc concorda ou natildeo concorda com os diretores da empresa madeireira Por que

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix L Activity 16

Course plan Activity 16 ndash Environmentalists vs lumber dealers Hearing Students


General Objectives To evaluate the interaction of the students with the software To evaluate the motivational aspects of the software use in learning environmental science themes

Target population Secondary school students Procedure


schedule (1) Pre-test (20 min) (2) Text for support ldquoEnvironmentalists versus woodcuttersrdquo (30 min) (3) Model building LS2 (130 min) (4) Post-tests and motivation questionnaires (30 min)


(1) The students will answer a pre-test and a post-test (2) In the activities we will use the model ldquoForest and amphibiansrdquo (3) The students will build a model in LS2 about a the text on the debate environmentalists vs woodcutters

Assessment (1) The models produced (comparison among versions 1 2 3 etc) (2) Questionnaire about using the software DynaLearn (3) Questionnaire about motivation attitudes (4) Pre and post-tests

Resources

Dynalearn resources

DynaLearn - Conceptual modelling workbench

Learning materials Motivation texts DynaLearn ldquo Forest and amphibiansrdquo model

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Pre-test ndash Teachable Agent

NOME ____________________________________________________

Data ____ ____ 2011 Idade _____ Sexo F ( ) M ( ) Grupos ambientalistas em um estado com grande quantidade de florestas querem restringir o corte de aacutervores em algumas aacutereas para salvar o haacutebitat de uma espeacutecie de anfiacutebio ameaccedilada Esses grupos argumentam que aleacutem de constituiacuterem parte importante da biodiversidade natural e reservatoacuterios de genes com grande potencial para exploraccedilatildeo econocircmica os anfiacutebios satildeo os maiores predadores de insetos e dessa forma contribuem para controlar vetores de doenccedilas e pragas agriacutecolas Os dirigentes de uma madeireira alegam que o bem-estar de um anfiacutebio natildeo eacute tatildeo importante quanto o bem-estar de muitas famiacutelias que seriam afetadas se a restriccedilatildeo obrigasse a empresa a demitir centenas de funcionaacuterios e diminuiacutesse os pagamentos de impostos e taxas que acabam revertendo em benefiacutecio da coletividade

Desenhe um diagrama expressando as ideias dos ambientalistas e outro expressando o ponto de vista dos empresaacuterios

Post test

Atividade de Teachable Agent

NOME ____________________________________________________

Data ____ ____ 2011 Idade _____ Sexo F ( ) M ( )

Grupos ambientalistas em um estado com grande quantidade de florestas querem restringir o corte de aacutervores em algumas aacutereas para salvar o haacutebitat de uma espeacutecie de anfiacutebio ameaccedilada Esses grupos argumentam que aleacutem de constituiacuterem parte importante da biodiversidade natural e reservatoacuterios de genes com grande potencial para exploraccedilatildeo econocircmica os anfiacutebios satildeo os maiores predadores de insetos e dessa forma contribuem para controlar vetores de doenccedilas e pragas agriacutecolas Os dirigentes de uma madeireira alegam que o bem-estar de um anfiacutebio natildeo eacute tatildeo importante quanto o bem-estar de muitas famiacutelias que seriam afetadas se a restriccedilatildeo obrigasse a empresa a demitir centenas de funcionaacuterios e diminuiacutesse os pagamentos de impostos e taxas que acabam revertendo em benefiacutecio da coletividade


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Appendix M Activity 17

Course plan Activity 17 ndash TA Environmentalists vs lumber dealers Hearing Students



Target population Secondary school students from CEM01 Procedure






Resources

Dynalearn resources



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NOME ____________________________________________________



Post test Teachable Agent

NOME ____________________________________________________




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160

DynaLearn D731

Abstract

This Deliverable describes 14 activities aiming at the evaluation of DynaLearn software These activities involved 108 persons including secondary school students secondary school deaf students hearing school students in acceleration class and experts in biodiversity conservation Conceptual understanding the use of Virtual Characters and Semantic Technology were addressed Among the evaluators two groups deserved special attention given their specific situations the LTS (Long Term Studies) students who had a broad view of DynaLearn and gave their opinion in each activity and the deaf students because of their special needs

The results showed that DynaLearn was positively evaluated being thus accepted The results of conceptual modelling activities with LTS students Hearing students and Deaf students demonstrate the DynaLearn capabilities to improve the studentsrsquo conceptual understanding The students also felt very motivated to use the Hamster in their modelling activities Grounding feature also proved to be a very good tool for understanding concepts

The results of Long Term Studies showed that the students improved their understanding of DynaLearn along the year Their evaluation of the modelling elements showed that they believe that the qualitative models are a good way to represent concepts to understand different phenomena because the language used is easy and can be learned without major problems thus motivating them to use DynaLearn

The Deaf Students found it helpful to use the models to develop their understanding of the potential behaviour of systems Learning Space 2 and 4 were the ones that contributed most for their understanding of concepts Regarding identification of relevant information from a given text the students were not unanimous but still the majority found it easy or very easy

Finally 956 of all the evaluators considered that DynaLearn is a good or very good tool for educational purposes and 829 agreed or totally agreed that modelling in DynaLearn opened up new ways for thinking about systems These results confirm the potential of DynaLearn for making a difference in science education

Acknowledgements

We would like to thank the participants in our evaluation activities for dedicating their time and energy to our project Thanks to the Secretary of Education of the Federal District ndash Brasiacutelia the Directors and the staff where our evaluation activities were carried out Thanks also to the DynaLearn project colleagues particularly those involved in WP7 for their support and valuable contributions during the evaluation design and results analyses

Internal reviewer

Bert Bredeweg (UvA)

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Document History




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Contents

Abstract_________________________________________________________________________________ 2




Contents ________________________________________________________________________________ 4

1 Introduction ___________________________________________________________________________ 8









3 Methodology _________________________________________________________________________ 17









3211 Activity 1 ____________________________________________________________ 20

3212 Activity 6 ____________________________________________________________ 21

3213 Activity 16 ___________________________________________________________ 22


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3221 Activity 13 ___________________________________________________________ 23

3222 Activity 14 ___________________________________________________________ 23


3231 Activity 10 ___________________________________________________________ 24

3232 Activity 11 ___________________________________________________________ 25

3233 Activity 12 ___________________________________________________________ 26


3241 Activity 18 ___________________________________________________________ 27


3311 Activity 2 ____________________________________________________________ 28

3312 Activity 7 ____________________________________________________________ 29

3313 Activity 15 ___________________________________________________________ 30

3314 Activity 17 ___________________________________________________________ 30


3411 Activity 5 ____________________________________________________________ 31

4 Results _______________________________________________________________________________ 33



4111 Activity 1 ____________________________________________________________ 33

4112 Activity 6 ____________________________________________________________ 35

4113 Activity 16 ___________________________________________________________ 35


4121 Activity 13 ___________________________________________________________ 36

4122 Activity 14 ___________________________________________________________ 36


4131 Activity 10 ___________________________________________________________ 37

4132 Activity 11 ___________________________________________________________ 38

4133 Activity 12 ___________________________________________________________ 38


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4141 Activity 18 ___________________________________________________________ 39


4211 Activity 2 ____________________________________________________________ 41

4212 Activity 7 ____________________________________________________________ 43

4213 Activity 15 ___________________________________________________________ 44

4214 Activity 17 ___________________________________________________________ 44


4311 Activity 5 ____________________________________________________________ 45







References _____________________________________________________________________________ 54














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DynaLearn D731

1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


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(Appendix C)


pre-made model



Post-Test




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4 Results




4111 Activity 1



Models








Project No 231526

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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









Project No 231526

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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

Project No 231526

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

Project No 231526

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



Project No 231526

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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



Project No 231526

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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



Project No 231526

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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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Interviews






Project No 231526

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Questionnaires




Future work


Project No 231526

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References

















Project No 231526

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Procedure







Resources



Project No 231526

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Pre-test







Preacute-teste


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DynaLearn D731

Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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DynaLearn D731


Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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DynaLearn D731


Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


Project No 231526

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DynaLearn D731







Total of scores

CAUSALITY

Signal












SIMULATION It runs


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TOTAL

Project No 231526

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Resources

Dynalearn resources



Project No 231526

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DynaLearn D731


Ecossistema do Lago










Interview Analysis



Project No 231526

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2









2





2







2


Project No 231526

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2










Easier 0



2



2






Yes 2







2


2

Project No 231526

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


Project No 231526

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DynaLearn D731



Easier 2



2








2



2


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Procedure








Pre and post-test




Resources

Dynalearn resources



Project No 231526

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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



Project No 231526

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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

Project No 231526

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

Project No 231526

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




Project No 231526

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Open questions









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Specific Objectives












Resources



Project No 231526

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Activity

Cadeia alimentar



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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

Project No 231526

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14 10000

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10 100





9 100

Project No 231526

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alegre


s06



Brincar mais


Project No 231526

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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



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Motivation text








Objectives



Proposed Activities




1 First paragraph

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Exercises




( ) National Plan

( ) area

( ) Northeast

Project No 231526

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

Project No 231526

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Interviews
















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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

Project No 231526

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E





zero





Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

Project No 231526

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


Project No 231526

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Procedimento







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Entidades





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Biomassa = grande

Toxinas = grande

Peixes = pequena





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Pergunta Resposta





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Pergunta Resposta








Pergunta Resposta









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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

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Interviews


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3 1000






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3 1000 Comments




3 1000 Why




3 1000


Project No 231526

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3 1000 Comments


Project No 231526

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3 1000 Comments









Project No 231526

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systems



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Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



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Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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ESCOOU

(8)



(9)








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Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

Project No 231526

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Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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(8)



(9)







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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Resources

Dynalearn resources



Project No 231526

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Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Project No 231526

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Resources

Dynalearn resources



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NOME ____________________________________________________



Post test


NOME ____________________________________________________




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Resources

Dynalearn resources



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NOME ____________________________________________________




NOME ____________________________________________________




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160

DynaLearn D731

Document History




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Contents

Abstract_________________________________________________________________________________ 2




Contents ________________________________________________________________________________ 4

1 Introduction ___________________________________________________________________________ 8









3 Methodology _________________________________________________________________________ 17









3211 Activity 1 ____________________________________________________________ 20

3212 Activity 6 ____________________________________________________________ 21

3213 Activity 16 ___________________________________________________________ 22


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3221 Activity 13 ___________________________________________________________ 23

3222 Activity 14 ___________________________________________________________ 23


3231 Activity 10 ___________________________________________________________ 24

3232 Activity 11 ___________________________________________________________ 25

3233 Activity 12 ___________________________________________________________ 26


3241 Activity 18 ___________________________________________________________ 27


3311 Activity 2 ____________________________________________________________ 28

3312 Activity 7 ____________________________________________________________ 29

3313 Activity 15 ___________________________________________________________ 30

3314 Activity 17 ___________________________________________________________ 30


3411 Activity 5 ____________________________________________________________ 31

4 Results _______________________________________________________________________________ 33



4111 Activity 1 ____________________________________________________________ 33

4112 Activity 6 ____________________________________________________________ 35

4113 Activity 16 ___________________________________________________________ 35


4121 Activity 13 ___________________________________________________________ 36

4122 Activity 14 ___________________________________________________________ 36


4131 Activity 10 ___________________________________________________________ 37

4132 Activity 11 ___________________________________________________________ 38

4133 Activity 12 ___________________________________________________________ 38


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4141 Activity 18 ___________________________________________________________ 39


4211 Activity 2 ____________________________________________________________ 41

4212 Activity 7 ____________________________________________________________ 43

4213 Activity 15 ___________________________________________________________ 44

4214 Activity 17 ___________________________________________________________ 44


4311 Activity 5 ____________________________________________________________ 45







References _____________________________________________________________________________ 54














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1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


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(Appendix C)


pre-made model



Post-Test




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4 Results




4111 Activity 1



Models








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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



Project No 231526

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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



Project No 231526

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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



Project No 231526

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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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Interviews






Project No 231526

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Questionnaires




Future work


Project No 231526

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References

















Project No 231526

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Procedure







Resources



Project No 231526

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Pre-test







Preacute-teste


Project No 231526

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Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


Project No 231526

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Total of scores

CAUSALITY

Signal












SIMULATION It runs


Project No 231526

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TOTAL

Project No 231526

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Resources

Dynalearn resources



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Ecossistema do Lago










Interview Analysis



Project No 231526

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2









2





2







2


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2










Easier 0



2



2






Yes 2







2


2

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


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Easier 2



2








2



2


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Procedure








Pre and post-test




Resources

Dynalearn resources



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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




Project No 231526

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Open questions









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Specific Objectives












Resources



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Activity

Cadeia alimentar



Project No 231526

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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

Project No 231526

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Project No 231526

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14 10000

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10 100





9 100

Project No 231526

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alegre


s06



Brincar mais


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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



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Motivation text








Objectives



Proposed Activities




1 First paragraph

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Exercises




( ) National Plan

( ) area

( ) Northeast

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

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Interviews
















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Project No 231526

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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

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E





zero





Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


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Procedimento







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Entidades





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Biomassa = grande

Toxinas = grande

Peixes = pequena





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Pergunta Resposta





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Pergunta Resposta








Pergunta Resposta









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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

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Interviews


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3 1000






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3 1000 Comments




3 1000 Why




3 1000


Project No 231526

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Project No 231526

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3 1000 Comments


Project No 231526

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3 1000 Comments









Project No 231526

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systems



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Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



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Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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ESCOOU

(8)



(9)








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Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

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Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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(8)



(9)







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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



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Resources

Dynalearn resources



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Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Resources

Dynalearn resources



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NOME ____________________________________________________



Post test


NOME ____________________________________________________




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Resources

Dynalearn resources



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NOME ____________________________________________________




NOME ____________________________________________________




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DynaLearn D731

Contents

Abstract_________________________________________________________________________________ 2




Contents ________________________________________________________________________________ 4

1 Introduction ___________________________________________________________________________ 8









3 Methodology _________________________________________________________________________ 17









3211 Activity 1 ____________________________________________________________ 20

3212 Activity 6 ____________________________________________________________ 21

3213 Activity 16 ___________________________________________________________ 22


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3221 Activity 13 ___________________________________________________________ 23

3222 Activity 14 ___________________________________________________________ 23


3231 Activity 10 ___________________________________________________________ 24

3232 Activity 11 ___________________________________________________________ 25

3233 Activity 12 ___________________________________________________________ 26


3241 Activity 18 ___________________________________________________________ 27


3311 Activity 2 ____________________________________________________________ 28

3312 Activity 7 ____________________________________________________________ 29

3313 Activity 15 ___________________________________________________________ 30

3314 Activity 17 ___________________________________________________________ 30


3411 Activity 5 ____________________________________________________________ 31

4 Results _______________________________________________________________________________ 33



4111 Activity 1 ____________________________________________________________ 33

4112 Activity 6 ____________________________________________________________ 35

4113 Activity 16 ___________________________________________________________ 35


4121 Activity 13 ___________________________________________________________ 36

4122 Activity 14 ___________________________________________________________ 36


4131 Activity 10 ___________________________________________________________ 37

4132 Activity 11 ___________________________________________________________ 38

4133 Activity 12 ___________________________________________________________ 38


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4141 Activity 18 ___________________________________________________________ 39


4211 Activity 2 ____________________________________________________________ 41

4212 Activity 7 ____________________________________________________________ 43

4213 Activity 15 ___________________________________________________________ 44

4214 Activity 17 ___________________________________________________________ 44


4311 Activity 5 ____________________________________________________________ 45







References _____________________________________________________________________________ 54














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1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


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(Appendix C)


pre-made model



Post-Test




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4 Results




4111 Activity 1



Models








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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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Interviews






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Questionnaires




Future work


Project No 231526

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References

















Project No 231526

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Procedure







Resources



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Pre-test







Preacute-teste


Project No 231526

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Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


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Total of scores

CAUSALITY

Signal












SIMULATION It runs


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TOTAL

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Resources

Dynalearn resources



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Ecossistema do Lago










Interview Analysis



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2









2





2







2


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2










Easier 0



2



2






Yes 2







2


2

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


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Easier 2



2








2



2


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Procedure








Pre and post-test




Resources

Dynalearn resources



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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




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Open questions









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Specific Objectives












Resources



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Activity

Cadeia alimentar



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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

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Project No 231526

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14 10000

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10 100





9 100

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alegre


s06



Brincar mais


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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



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Motivation text








Objectives



Proposed Activities




1 First paragraph

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Exercises




( ) National Plan

( ) area

( ) Northeast

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

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Interviews
















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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

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E





zero





Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

Project No 231526

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


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Procedimento







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Entidades





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Biomassa = grande

Toxinas = grande

Peixes = pequena





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Project No 231526

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Pergunta Resposta





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Pergunta Resposta








Pergunta Resposta









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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

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Interviews


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DynaLearn D731




Project No 231526

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DynaLearn D731




3 1000






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Project No 231526

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3 1000 Comments




3 1000 Why




3 1000


Project No 231526

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Project No 231526

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3 1000 Comments


Project No 231526

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3 1000 Comments









Project No 231526

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systems



Project No 231526

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Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


Project No 231526

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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

Project No 231526

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

Project No 231526

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ESCOOU

(8)



(9)








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Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

Project No 231526

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

Project No 231526

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Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

Project No 231526

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(8)



(9)







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Project No 231526

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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Resources

Dynalearn resources



Project No 231526

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Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Project No 231526

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Project No 231526

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Resources

Dynalearn resources



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NOME ____________________________________________________



Post test


NOME ____________________________________________________




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Resources

Dynalearn resources



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NOME ____________________________________________________




NOME ____________________________________________________




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160

DynaLearn D731

3221 Activity 13 ___________________________________________________________ 23

3222 Activity 14 ___________________________________________________________ 23


3231 Activity 10 ___________________________________________________________ 24

3232 Activity 11 ___________________________________________________________ 25

3233 Activity 12 ___________________________________________________________ 26


3241 Activity 18 ___________________________________________________________ 27


3311 Activity 2 ____________________________________________________________ 28

3312 Activity 7 ____________________________________________________________ 29

3313 Activity 15 ___________________________________________________________ 30

3314 Activity 17 ___________________________________________________________ 30


3411 Activity 5 ____________________________________________________________ 31

4 Results _______________________________________________________________________________ 33



4111 Activity 1 ____________________________________________________________ 33

4112 Activity 6 ____________________________________________________________ 35

4113 Activity 16 ___________________________________________________________ 35


4121 Activity 13 ___________________________________________________________ 36

4122 Activity 14 ___________________________________________________________ 36


4131 Activity 10 ___________________________________________________________ 37

4132 Activity 11 ___________________________________________________________ 38

4133 Activity 12 ___________________________________________________________ 38


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4141 Activity 18 ___________________________________________________________ 39


4211 Activity 2 ____________________________________________________________ 41

4212 Activity 7 ____________________________________________________________ 43

4213 Activity 15 ___________________________________________________________ 44

4214 Activity 17 ___________________________________________________________ 44


4311 Activity 5 ____________________________________________________________ 45







References _____________________________________________________________________________ 54














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DynaLearn D731

1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


Project No 231526

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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





Project No 231526

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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


Project No 231526

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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


Project No 231526

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(Appendix C)


pre-made model



Post-Test




Project No 231526

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4 Results




4111 Activity 1



Models








Project No 231526

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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

Project No 231526

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









Project No 231526

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Project No 231526

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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

Project No 231526

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















Project No 231526

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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

Project No 231526

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



Project No 231526

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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



Project No 231526

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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



Project No 231526

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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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DynaLearn D731








Interviews






Project No 231526

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Questionnaires




Future work


Project No 231526

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DynaLearn D731

References

















Project No 231526

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DynaLearn D731







Procedure







Resources



Project No 231526

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DynaLearn D731

Pre-test







Preacute-teste


Project No 231526

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Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


Project No 231526

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DynaLearn D731







Total of scores

CAUSALITY

Signal












SIMULATION It runs


Project No 231526

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TOTAL

Project No 231526

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Resources

Dynalearn resources



Project No 231526

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Ecossistema do Lago










Interview Analysis



Project No 231526

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2









2





2







2


Project No 231526

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2










Easier 0



2



2






Yes 2







2


2

Project No 231526

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


Project No 231526

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Easier 2



2








2



2


Project No 231526

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Procedure








Pre and post-test




Resources

Dynalearn resources



Project No 231526

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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



Project No 231526

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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

Project No 231526

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

Project No 231526

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




Project No 231526

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Open questions









Project No 231526

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Specific Objectives












Resources



Project No 231526

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Activity

Cadeia alimentar



Project No 231526

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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

Project No 231526

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Project No 231526

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14 10000

Project No 231526

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Project No 231526

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10 100





9 100

Project No 231526

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alegre


s06



Brincar mais


Project No 231526

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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



Project No 231526

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Motivation text








Objectives



Proposed Activities




1 First paragraph

Project No 231526

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Exercises




( ) National Plan

( ) area

( ) Northeast

Project No 231526

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

Project No 231526

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Interviews
















Project No 231526

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DynaLearn D731












Project No 231526

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Project No 231526

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Project No 231526

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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

Project No 231526

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E





zero





Taxa de erosatildeo

Project No 231526

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DynaLearn D731


Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


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Procedimento







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Entidades





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Project No 231526

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Biomassa = grande

Toxinas = grande

Peixes = pequena





Project No 231526

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Project No 231526

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DynaLearn D731













Project No 231526

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Pergunta Resposta





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Pergunta Resposta








Pergunta Resposta









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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

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Interviews


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DynaLearn D731




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3 1000






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Project No 231526

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3 1000 Comments




3 1000 Why




3 1000


Project No 231526

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Project No 231526

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3 1000 Comments


Project No 231526

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3 1000 Comments









Project No 231526

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systems



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Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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ESCOOU

(8)



(9)








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Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

Project No 231526

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Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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(8)



(9)







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Project No 231526

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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Resources

Dynalearn resources



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Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Resources

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NOME ____________________________________________________



Post test


NOME ____________________________________________________




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Resources

Dynalearn resources



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NOME ____________________________________________________




NOME ____________________________________________________




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4141 Activity 18 ___________________________________________________________ 39


4211 Activity 2 ____________________________________________________________ 41

4212 Activity 7 ____________________________________________________________ 43

4213 Activity 15 ___________________________________________________________ 44

4214 Activity 17 ___________________________________________________________ 44


4311 Activity 5 ____________________________________________________________ 45







References _____________________________________________________________________________ 54














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DynaLearn D731

1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





Project No 231526

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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


Project No 231526

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(Appendix C)


pre-made model



Post-Test




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4 Results




4111 Activity 1



Models








Project No 231526

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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

Project No 231526

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



Project No 231526

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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



Project No 231526

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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



Project No 231526

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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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Interviews






Project No 231526

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Questionnaires




Future work


Project No 231526

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References

















Project No 231526

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Procedure







Resources



Project No 231526

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Pre-test







Preacute-teste


Project No 231526

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Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


Project No 231526

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DynaLearn D731







Total of scores

CAUSALITY

Signal












SIMULATION It runs


Project No 231526

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TOTAL

Project No 231526

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Resources

Dynalearn resources



Project No 231526

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Ecossistema do Lago










Interview Analysis



Project No 231526

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2









2





2







2


Project No 231526

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2










Easier 0



2



2






Yes 2







2


2

Project No 231526

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


Project No 231526

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Easier 2



2








2



2


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Procedure








Pre and post-test




Resources

Dynalearn resources



Project No 231526

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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

Project No 231526

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




Project No 231526

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Open questions









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Specific Objectives












Resources



Project No 231526

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Activity

Cadeia alimentar



Project No 231526

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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

Project No 231526

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Project No 231526

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14 10000

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10 100





9 100

Project No 231526

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alegre


s06



Brincar mais


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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



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Motivation text








Objectives



Proposed Activities




1 First paragraph

Project No 231526

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Exercises




( ) National Plan

( ) area

( ) Northeast

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

Project No 231526

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Interviews
















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Project No 231526

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Project No 231526

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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

Project No 231526

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E





zero





Taxa de erosatildeo

Project No 231526

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Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

Project No 231526

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



Project No 231526

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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

Project No 231526

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Project No 231526

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DynaLearn D731















Project No 231526

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


Project No 231526

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Procedimento







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Project No 231526

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Project No 231526

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Entidades





Project No 231526

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Project No 231526

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Project No 231526

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Biomassa = grande

Toxinas = grande

Peixes = pequena





Project No 231526

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Project No 231526

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Project No 231526

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Pergunta Resposta





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Pergunta Resposta








Pergunta Resposta









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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

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Interviews


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DynaLearn D731




Project No 231526

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DynaLearn D731




3 1000






Project No 231526

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Project No 231526

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3 1000 Comments




3 1000 Why




3 1000


Project No 231526

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Project No 231526

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3 1000 Comments


Project No 231526

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3 1000 Comments









Project No 231526

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systems



Project No 231526

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Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


Project No 231526

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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

Project No 231526

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

Project No 231526

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ESCOOU

(8)



(9)








Project No 231526

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Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

Project No 231526

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

Project No 231526

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Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

Project No 231526

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(8)



(9)







Project No 231526

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Project No 231526

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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Resources

Dynalearn resources



Project No 231526

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Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Project No 231526

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Resources

Dynalearn resources



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NOME ____________________________________________________



Post test


NOME ____________________________________________________




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Resources

Dynalearn resources



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NOME ____________________________________________________




NOME ____________________________________________________




Project No 231526

160

DynaLearn D731

Project No 231526

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DynaLearn D731

1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


Project No 231526

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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


Project No 231526

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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





Project No 231526

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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


Project No 231526

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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


Project No 231526

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(Appendix C)


pre-made model



Post-Test




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4 Results




4111 Activity 1



Models








Project No 231526

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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

Project No 231526

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

Project No 231526

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



Project No 231526

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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



Project No 231526

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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



Project No 231526

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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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Interviews






Project No 231526

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Questionnaires




Future work


Project No 231526

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References

















Project No 231526

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Procedure







Resources



Project No 231526

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Pre-test







Preacute-teste


Project No 231526

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Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


Project No 231526

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Total of scores

CAUSALITY

Signal












SIMULATION It runs


Project No 231526

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TOTAL

Project No 231526

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Resources

Dynalearn resources



Project No 231526

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Ecossistema do Lago










Interview Analysis



Project No 231526

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2









2





2







2


Project No 231526

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2










Easier 0



2



2






Yes 2







2


2

Project No 231526

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


Project No 231526

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Easier 2



2








2



2


Project No 231526

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Procedure








Pre and post-test




Resources

Dynalearn resources



Project No 231526

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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



Project No 231526

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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

Project No 231526

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

Project No 231526

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




Project No 231526

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Open questions









Project No 231526

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Specific Objectives












Resources



Project No 231526

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DynaLearn D731

Activity

Cadeia alimentar



Project No 231526

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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

Project No 231526

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Project No 231526

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14 10000

Project No 231526

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10 100





9 100

Project No 231526

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alegre


s06



Brincar mais


Project No 231526

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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



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Motivation text








Objectives



Proposed Activities




1 First paragraph

Project No 231526

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Exercises




( ) National Plan

( ) area

( ) Northeast

Project No 231526

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

Project No 231526

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Interviews
















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Project No 231526

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Project No 231526

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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

Project No 231526

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E





zero





Taxa de erosatildeo

Project No 231526

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Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

Project No 231526

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



Project No 231526

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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

Project No 231526

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Project No 231526

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DynaLearn D731















Project No 231526

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


Project No 231526

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Procedimento







Project No 231526

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DynaLearn D731

Project No 231526

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DynaLearn D731








Project No 231526

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Project No 231526

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Project No 231526

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Entidades





Project No 231526

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DynaLearn D731










Project No 231526

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Project No 231526

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Biomassa = grande

Toxinas = grande

Peixes = pequena





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Project No 231526

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Pergunta Resposta





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Pergunta Resposta








Pergunta Resposta









Project No 231526

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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

Project No 231526

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Interviews


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DynaLearn D731




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DynaLearn D731




3 1000






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3 1000 Comments




3 1000 Why




3 1000


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Project No 231526

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3 1000 Comments


Project No 231526

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3 1000 Comments









Project No 231526

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DynaLearn D731

systems



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Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



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Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

Project No 231526

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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ESCOOU

(8)



(9)








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Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

Project No 231526

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Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

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(8)



(9)







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Project No 231526

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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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Resources

Dynalearn resources



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Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Resources

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NOME ____________________________________________________



Post test


NOME ____________________________________________________




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Resources

Dynalearn resources



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NOME ____________________________________________________




NOME ____________________________________________________




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160

DynaLearn D731

1 Introduction










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Experts


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Experts 1 1 4

Total 14 19 58










Experts 1 4 0 0 0 0

Total 11 98 4 54 1 2


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DynaLearn feature


Duration (h)

CM

1 Causal aspects of



4 LTS (3) 3


TA




TOTALS 14 149 58




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Food chain 7 TA LS2







14 16 18


questionnaires




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3 Methodology









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3211 Activity 1

ActivityTitle

Learning Spaces


Sample Size

Evaluation Spaces



LS01-LS02 and LS04


Energy


(CEM01-LTS)

04 1 CM

2 VC

3 ST

a CU

1 2

b SR M

34

c MA

d SDL



O1 X1 X2 O3 X3 O4 X4 O5 O6


cycle (Appendix

A)



model


Evolving Habitation

model




Is and Ps

Post-test building


sulphur cycle

(Appendix A)


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3212 Activity 6


Content Domain

Target Population

Sample Size

Evaluation Spaces


diffusion



(CEM01-LTS)

03 1 CM

2 VC

3 ST

A CU 12

b SRM 2

c MA 3

d SDL




O1 X1 O2 O3 O4

Pre-test about


(Appendix D)

Complete partially


simulations



Motivation attitude

questionnaires


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3213 Activity 16


g Spaces

Content Domain

Target Population



dealers


lumber dealers

Secondary school

(CEM01-J)

27

1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2







and lumber dealers

Post-test create a



(Appendix L)


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3221 Activity 13


Content Domain

Target Population

Sample Size

Evaluation Spaces



(CED06)

27 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1



O1 O2 X1 O3 X2 O4 X3 O5 O6

Pre-test (Appen

dix I)

Water in soil

exercise

Water in lake

exercise


Post-test

(Appendix I)


Questionnaire


3222 Activity 14


Content Domain


Evaluation Spaces


(Systems Thinking)

LS04 Water cycle


(CEM01)

19 1 CM

2 VC

3 ST

a CU

1

b SR M

2

c MA

1

d SDL

1


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O1 X1 O2 X2 O3 X3 O4 X4 O5 O6



Water in soil

exercise

Water in lake

exercise

Water in subsoil

exercise


section)


Questionnaire








3231 Activity 10


Content Domain

Target Population



LS4

LS04 Water erosion


(CEM01-LTS)

03 1

CM 2

VC 3

ST a

CU 1

b SRM 2

c MA

d SDL


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O1 X1 X2 O3 X3







3232 Activity 11


Content Domain

Target Population

Sample Size

Evaluation Spaces


LS5

LS05 Water erosion


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1 3

b SRM

2

c MA

d SDL



O1 X1 O2 X2 O3 X3 X4




(Appendix G)


Appendix G)


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3233 Activity 12

ActivityTitle

Learning Spaces




LS05 LS06


(CEM01-LTS)

03 1 CM

2 VC

3 ST

a CU

1

b SR M

2 3 4

c MA

1

d SDL

1




X1 X2 O1 X3 O2 X4 O3 O4 O5 To


LS5


LS6


model in LS5



knowledge





appendix H)



Activity 18


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3241 Activity 18

ActivityTitle

Learning Spaces

Content Domain

Target Population



and conservation

LS01-LS02


and Public Policies

Lecturers andor


04 1 CM

2 VC

3 ST

a CU

1 2 3

b SR M

4 5

c MA

d SDL






X1 X2 X3 X4 X5 X6 O1




modelling

Dynalearn function


Reading text about


environmental

processes





improvement





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3311 Activity 2



ActivityTitle

Learning Spaces


Population Sample


Activity II ndash

Teachable Agents

LS02 LS04


Respiration


(CEM01-LTS)

05 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 X1 O2 X2 O3 O4



Model building



(Appendix B)

Model Building LS2




questionnaires



3312 Activity 7


Content Domain




Food Chain

LS02 Food Chain



16 1 CM

2 VC

3 ST

a CU

1 2

b SRM

1

c MA

1 2

d SDL

2



O1 X1 X2 X3 O2 O3






Food chain




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3313 Activity 15


Population Sample






students

7 1 CM

2 VC

3 ST

a CU

3

b SR M

c MA

1

d SDL

2



O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire


3314 Activity 17


Content Domain

Target Population





Secondary school

hearing students

(CEM01-K)

27 1 CM

2 VC

3 ST

a CU

3

b SRM

c MA

1

d SDL

2


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O1 O2 X1 O3 X2 O4 X3 O5 X4 O6 O7


Model building

version 1 and quiz

Model building

version 2 and quiz

Model building

version 3 and quiz

Model building

version 4 and quiz



Questionnaire



Activities 5





3411 Activity 5

ActivityTitle

Learning Spaces

Content Domain

Target Population




Secondary school


02 1 CM

2 VC

3 ST

a CU

1

b SRM

2

c MA

d SDL

3


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(Appendix C)


pre-made model



Post-Test




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4 Results




4111 Activity 1



Models








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4112 Activity 6





S04 3182 3330 9545 S01 6818 3330 10000 S03 5650 6670 10000

4113 Activity 16


000

2000

4000

6000

8000

10000

S04 S01 S03

pre-test

post-test

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4121 Activity 13


4122 Activity 14


]

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4131 Activity 10








Interview Results






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4132 Activity 11


Interviews





4133 Activity 12






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Activity18

4141 Activity 18








yes partly no









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4211 ctivity 2








Interview results



0

20

40

60

80

100

vs1 vs2 vs3 vs4

Qui

z sc

ore

in

Model versions

S01

S02

S03

S04

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0

05

1

15

2

Mea

n

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4212 Activity 7




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Activity 15

4213 Activity 17
















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Activities 5

4311 Activity 5













S01 625 7084

S03 667 7084

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0

50

100



software


0

50

100

Totallydisagree




0

50

100

Totallyagree




0

50

100





Project No 231526

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020406080



0

20

40

60

Totallyagree



01020304050

Totallydisagree



ͲͳͲʹͲ͵ͲͶͲ

Totallyagree




01020304050

Totallyagree



0

10

20

30

Totallyagree



Project No 231526

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0

10

20

30

40

Totallyagree




0

10

20

30

40

50

Totallyagree



difficult

0

10

20

30

40

Totallyagree



0

20

40

60

80

Totallyagree




0

10

20

30

40

LS1 LS2 LS3 LS4


concepts

0

10

20

30

40

Veryeasy



Project No 231526

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00

1000



have inspected

00

500

1000



structure)

00

500

1000



00

500

1000



Project No 231526

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00

500

1000



00

500

1000


25- Quantity space

00

500

1000


26- Model fragments

00

500

1000


27- Processess

00

500

1000



00

500

1000



00

500

1000



00

500

1000



00

500

1000


212- Scenarios

00

500

1000


213- Simulations

Project No 231526

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models produced








Project No 231526

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Interviews






Project No 231526

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Questionnaires




Future work


Project No 231526

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References

















Project No 231526

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Procedure







Resources



Project No 231526

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Pre-test







Preacute-teste


Project No 231526

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Post-test

O Ciclo do Enxofre











Poacutes-teste


Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESC

OLA

CEM

01

- SO

BRAD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__ D

ata

___

_ _

___

201

1

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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Uni

vers

idad

e de

Bra

siacutelia

PR

OJE

TO D

YNAL

EARN

ESCO

LA C

EM 0

1 - S

OBR

AD

INH

O

NO

ME

___

____

____

____

____

____

____

____

____

____

____

____

___

Dat

a _

___

___

_ 2

011

Com

plet

e o

diag

ram

a co

m in

fluen

cias

dire

tas

(I) e

ou

prop

orci

onal

idad

es (P

)

Project No 231526

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NOME _____________________________________ Data ____ ____ 2011


Project No 231526

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DynaLearn D731







Total of scores

CAUSALITY

Signal












SIMULATION It runs


Project No 231526

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TOTAL

Project No 231526

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Resources

Dynalearn resources



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Ecossistema do Lago










Interview Analysis



Project No 231526

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2









2





2







2


Project No 231526

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2










Easier 0



2



2






Yes 2







2


2

Project No 231526

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0






2



2


-


The relations 2



0



0



Yes 2









2






1


Project No 231526

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Easier 2



2








2



2


Project No 231526

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Procedure








Pre and post-test




Resources

Dynalearn resources



Project No 231526

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Pre and post-tests


NOME ______________________________________________________







Cerrado

Espeacutecie

Desmatamento

Bioma

Biodiversidade

Lucro

Project No 231526

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Procedure








Pre and post-test

Exercises



Resources

Dynalearn resources



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Nome _____________________________________________________ Data ___________






Volume - solvente


Massa - soluto



Fluxo de soluto



1

2

3 4

5

6

7

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Exercise 2 Osmosis


Nome____________________________________________________ Data _____________







1

2

3 4

5

6

7

Volume - solvente


Massa - soluto



Fluxo de solvente

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Nome____________________________________________________ Data _____________


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lPercentage









Totally agree 0 0

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l





l

LS1 0 0 LS2 1 25 LS3 0 0 LS4 3 75


l




Project No 231526

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Open questions









Project No 231526

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Specific Objectives












Resources



Project No 231526

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Activity

Cadeia alimentar



Project No 231526

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lPercentua

lVery bad 0 625

Bad 0 375

Neutral 0 0

Good 6 0

Project No 231526

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Disagree 0 0

Neutral 0 0

Agree 6 375


Agree 7 4375

Neutral 1 625

Disagree 1 625



Totally agree 0 0

Agree 2 125

Neutral 1 625

Disagree 9 5625



Very easy - 3125

Easy - 4375

Neutral - 25

Difficult - 0

Very difficult - 0

Project No 231526

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Project No 231526

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14 10000

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10 100





9 100

Project No 231526

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alegre


s06



Brincar mais


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Topic Water erosion





Procedure







Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Pre and post-test

Name ____________________________________________________


Water Erosion


ENTITIES PROCESSES



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Motivation text








Objectives



Proposed Activities




1 First paragraph

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Exercises




( ) National Plan

( ) area

( ) Northeast

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( ) country

Answers E Q E E E

2 Second paragraph


(a) Defining RATE







(c ) Simulations

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3 Third paragraph












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4 Fifith paragraph





TEXT

MODEL

ENTITY QUANTITY

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5 Fourth paragraph




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Figures





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(D ) OPTIONAL


(E) OPTIONAL


CAUSES EFFECTS



()

(etc) (etc )

Project No 231526

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Interviews
















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Project No 231526

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Project No 231526

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Topic Water erosion





Procedure








Modelling exercises

Written exercises


(2) Exercises

(3) Interviews

Resources

Dynalearn resources



Project No 231526

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Activities for LS5


Erosatildeo













Quantidade Valor



Sedimentos Pequena


Lucro Alto

Project No 231526

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E





zero





Taxa de erosatildeo

Project No 231526

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Sedimentos

Energia produzida

Lucro


Taxa de erosatildeo





Sedimentos Pequena


Lucro Alto




Taxa de erosatildeo

Project No 231526

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Sedimentos

Energia produzida

Lucro







Sedimentos Pequena


Lucro Alto



Project No 231526

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Taxa de erosatildeo


Sedimentos

Energia produzida

Lucro








Interviews

Project No 231526

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Project No 231526

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DynaLearn D731















Project No 231526

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Topic Water erosion






Procedure












Modelling exercises

Written exercises


(2) Exercises

(3) Interviews


Resources

Dynalearn resources


Project No 231526

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Procedimento







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Project No 231526

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Project No 231526

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Entidades





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Project No 231526

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Project No 231526

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Biomassa = grande

Toxinas = grande

Peixes = pequena





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Project No 231526

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Project No 231526

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Pergunta Resposta





Project No 231526

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Pergunta Resposta








Pergunta Resposta









Project No 231526

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Pergunta Resposta




SALVE O SEU MODELO








Pergunta Resposta




SALVE O SEU MODELO

Project No 231526

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Interviews


Project No 231526

Page 129 160

DynaLearn D731


Project No 231526

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DynaLearn D731




Project No 231526

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3 1000






Project No 231526

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Project No 231526

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3 1000 Comments




3 1000 Why




3 1000


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DynaLearn D731








Project No 231526

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DynaLearn D731







3 1000 Comments


Project No 231526

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DynaLearn D731




3 1000 Comments









Project No 231526

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DynaLearn D731

systems



Project No 231526

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DynaLearn D731


Open questions



s02




s01


s02 -

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s03 -








s03


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Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

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DynaLearn D731

Pre-test


Teste 1

Nome _________________________________________________________________


(1)

(2)




Aacutegua no Lago

Tempo







Aacutegua no Lago


Project No 231526

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(3)

(4)

(5)



T1 T3 T2 Tempo



T1 T3 T2 Tempo

No intervalo T2




Aacutegua no Lago

Tempo

Aacutegua no lago

Project No 231526

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(6)




(7)





Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

Project No 231526

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DynaLearn D731




ESCOOU

(8)



(9)








Project No 231526

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DynaLearn D731

Post-test

Projeto DynaLearn


Nome _________________________________________________________________


(1)

(2)





Tempo








Aacutegua no solo

T1 T2 Tempo

Project No 231526

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(3)

(4)











No intervalo T1


No intervalo T2


No intervalo T3



T1 T3 T2 Tempo

Aacutegua no Lago

Tempo



T1 T3 T2 Tempo

Project No 231526

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DynaLearn D731








Aacutegua no Lago

T1 T2 Tempo

Aacutegua no Lago

Chuva Seca Tempo

Project No 231526

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DynaLearn D731




(8)



(9)







Project No 231526

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DynaLearn D731

Project No 231526

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DynaLearn D731




Topic Water cycle





Procedure








Modelling exercises

Written exercises



(3) Exercises

Resources

Dynalearn resources



Project No 231526

Page 151 160

DynaLearn D731











Resources

Dynalearn resources



Project No 231526

Page 152 160

DynaLearn D731

Pre-test

Projeto DynaLearn


Nome _________________________________________________________________










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Project No 231526

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Post-test


Teste 2










____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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DynaLearn D731











Resources

Dynalearn resources



Project No 231526

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DynaLearn D731


NOME ____________________________________________________



Post test


NOME ____________________________________________________




Project No 231526

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DynaLearn D731











Resources

Dynalearn resources



Project No 231526

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DynaLearn D731


NOME ____________________________________________________




NOME ____________________________________________________




ivi.fnwi.uva.nl...2011/10/31 – Extension deadline 2012/01/31 2012/06/03 University of Brasilia...

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