Deliverable number:
D7.3.1
Deliverable title:
FUB evaluation of DynaLearn final software
Delivery date:
2011/10/31 – Extension deadline 2012/01/31
Submission date:
2012/06/03
Leading beneficiary:
University of Brasilia (FUB)
Status:
Version 07 (final)
Dissemination level:
PU (public)
Authors:
Paulo Salles, Adriano Souza, Gisele Morison Feltrini, Isabella Gontijo
de Sá, Carlos Eduardo Marinelli, Pedro Assumpção Costa e Silva,
Emília Braga, Vanessa Tunholi, Camila Pianca, Pedro de Podestà
Uchoa.
Project number:
231526
Project acronym:
DynaLearn
Project title:
DynaLearn - Engaging and
informed tools for learning
conceptual system knowledge
Starting date:
February 1st, 2009
Duration:
36 Months
Call identifier:
FP7-ICT-2007-3
Funding scheme:
Collaborative project (STREP)
Project No. 231526
DynaLearn
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 students’ 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, 95,6% of all the evaluators considered that DynaLearn is a good or very good tool for
educational purposes, and 82,9% 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 – Brasília, 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
02
Report Structure
First draft
2011-11-20
2011-12-20
03
Second draft
2012-04-20
04
05
06
07
Third draft
Fourth draft
Version sent to internal review
Final version
2012-05-20
2012-05-25
2012-05-29
2012-06-02
Adriano Souza, Paulo Salles
Adriano Souza, Paulo Salles
Adriano Souza, Paulo Salles,
Carlos Eduardo Marinelli,
Isabella Gontijo.
Paulo Salles, Adriano Souza
Paulo Salles, Adriano Souza
Paulo Salles, Adriano Souza
Paulo Salles, Adriano Souza
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Contents
Abstract_________________________________________________________________________________ 2
Acknowledgements _______________________________________________________________________ 2
Internal reviewer _________________________________________________________________________ 2
Document History ________________________________________________________________________ 3
Contents ________________________________________________________________________________ 4
1. Introduction ___________________________________________________________________________ 8
1.1. General framework for the evaluation activities _________________________________________ 8
1.2. Previous evaluation activities ________________________________________________________ 8
2. Overview of all activities _________________________________________________________________ 10
2.1. List of participants ________________________________________________________________ 10
2.2. Distribution of participants in evaluation activities ______________________________________ 12
2.3. Overview on all the evaluation activities ______________________________________________ 13
2.4. Environmental science topics explored in evaluation activities ____________________________ 13
2.5. DynaLearn features, evaluation instruments and statistical analyses ________________________ 14
3. Methodology _________________________________________________________________________ 17
3.1. Special evaluation studies __________________________________________________________ 17
3.1.1. Evaluation based on Long Term Studies _________________________________________ 17
3.1.2. Evaluation activities with deaf students _________________________________________ 17
3.1.3. Evaluation activity with conservation biology experts ______________________________ 18
3.1.4. Evaluation activity with pre-secondary school students (CED03) _____________________ 18
3.1.5. Evaluation activity with secondary school students (CEM01) ________________________ 18
3.2. Evaluation activities in Conceptual modelling __________________________________________ 19
3.2.1. Exploring Causality _________________________________________________________ 20
3.2.1.1. Activity 1 ____________________________________________________________ 20
3.2.1.2. Activity 6 ____________________________________________________________ 21
3.2.1.3. Activity 16 ___________________________________________________________ 22
3.2.2. Systems thinking and qualitative systems dynamics _______________________________ 23
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3.2.2.1. Activity 13 ___________________________________________________________ 23
3.2.2.2. Activity 14 ___________________________________________________________ 23
3.2.3. Modelling progression towards LS6 ____________________________________________ 24
3.2.3.1. Activity 10 ___________________________________________________________ 24
3.2.3.2. Activity 11 ___________________________________________________________ 25
3.2.3.3. Activity 12 ___________________________________________________________ 26
3.2.4. Conservation biology experts _________________________________________________ 26
3.2.4.1. Activity 18 ___________________________________________________________ 27
3.3. Evaluation activities with Teachable Agents ___________________________________________ 27
3.3.1.1. Activity 2 ____________________________________________________________ 28
3.3.1.2. Activity 7 ____________________________________________________________ 29
3.3.1.3. Activity 15 ___________________________________________________________ 30
3.3.1.4. Activity 17 ___________________________________________________________ 30
3.4. Evaluation activity with Grounding __________________________________________________ 31
3.4.1.1. Activity 5 ____________________________________________________________ 31
4. Results _______________________________________________________________________________ 33
4.1. Results obtained on Conceptual modelling ____________________________________________ 33
4.1.1. Causality – influences and proportionalities ______________________________________ 33
4.1.1.1. Activity 1 ____________________________________________________________ 33
4.1.1.2. Activity 6 ____________________________________________________________ 35
4.1.1.3. Activity 16 ___________________________________________________________ 35
4.1.2. Systems thinking and qualitative systems dynamics_______________________________ 36
4.1.2.1. Activity 13 ___________________________________________________________ 36
4.1.2.2. Activity 14 ___________________________________________________________ 36
4.1.3. Modelling progression in LS4, LS5 and LS6 ______________________________________ 37
4.1.3.1. Activity 10 ___________________________________________________________ 37
4.1.3.2. Activity 11 ___________________________________________________________ 38
4.1.3.3. Activity 12 ___________________________________________________________ 38
4.1.4. Conservation biology experts_________________________________________________ 39
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4.1.4.1. Activity 18 ___________________________________________________________ 39
4.2. Results obtained with the Teachable Agent ___________________________________________ 40
4.2.1.1. Activity 2 ____________________________________________________________ 41
4.2.1.2. Activity 7 ____________________________________________________________ 43
4.2.1.3. Activity 15 ___________________________________________________________ 44
4.2.1.4. Activity 17 ___________________________________________________________ 44
4.3. Results obtained with Grounding ____________________________________________________ 45
4.3.1.1. Activity 5 ____________________________________________________________ 45
4.4. Results of special evaluation studies _________________________________________________ 45
4.4.1. Results of evaluation based on long term studies _________________________________ 45
4.4.1.1. Questionnaires obtained in the first and second semester of activities ___________ 45
4.4.2. Results of evaluation with deaf students ________________________________________ 46
4.4.3. 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 7.3 regarding the evaluation
of DynaLearn (www.DynaLearn.eu) final software:
Based on the finished ‘Curriculum and content models’ (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 6.4, particularly
models described in D6.4.1 (Salles et al. 2011). These activities involved 108 evaluators, including pre-college
students, deaf students and experts in conservation biology.
1.1. General framework for the evaluation activities
According to D7.1 (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.
1.2. Previous evaluation activities
An overview of the whole evaluation activities developed in Task 7.2 is presented in D7.2.6. In the first round
of evaluation activities, described in D7.2.1 (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 students’ 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 7.2 and described in D7 2.1 (Salles et al., 2011) is presented in this
chapter.
2.1. List of participants
The following institutions participated in the evaluation activities organized by FUB:
•
Centro de Ensino Médio 01 of Sobradinho (CEM 01): a public secondary school located at
Sobradinho, a city nearby Brasília. 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).
•
Centro Educacional 06 of Taguatinga (CED 06-T), a public secondary school located at Taguatinga, a
city nearby Brasília, 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.
•
Centro Educacional 03 of Sobradinho (CED 03-S), a public fundamental and secondary school also
located in Sobradinho. Students in a special class – the Acceleration class – participated in FUB’s
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.
•
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 – Sobradinho:
•
(CEM01 – LTS): 5 students, two of them being female and 3 being male, between 16-17 years old;
•
(CEM01 – 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
•
(CEM01 – 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 – Sobradinho:
•
(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 – Taguatinga:
•
(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:
•
(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
#
E-1
E-2
E-3
E-4
Identification
Experience
Sixteen years acting in the execution of studies and planning strategies
for biodiversity conservation and environmental development of
protected areas
Participation in projects of biological inventory to define priority areas for
conservation
Researcher and
Lecturer, 36 years old
Researcher, 29 years
old
Researcher and
Lecturer, 37 years old
Researcher, 35 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.
2.2. 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
14
19
58
Total
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)
Activities Participants
Virtual Characters
(TA)
Activities Participants
Semantic technology
(ST)
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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2.3. Overview on all the evaluation activities
The following table presents the full list of evaluation activities run by FUB, implementing Task 7.3: 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 #
13
14
10
11
12
16
18
Causal aspects of
Deforestation, habitation, energy
Causal aspects of
Osmosis and diffusion
Systems Thinking on Water cycle
Systems Thinking on Water cycle
Water erosion
Water erosion
Algal bloom
Environmentalists X Lumber dealers
Conservation Biology
TA
2
7
15
17
Grounding
5
TOTALS
14
1
6
CM
Duration (h)
1,2,4
Participants
(#)
LTS (4)
4
LTS (3)
3
4
4
4
5
6
2
all
Deaf (27)
CEM01-J (27)
LTS (3)
LTS (3)
LTS (3)
CEM01-J (19)
experts (4)
6
3
3
3
9
3
4
Photosynthesis - Respiration
Food chain
Environmentalists X Lumber dealers
Environmentalists X Lumber dealers
2
2
2
2
LTS (4)
CED03 (16)
Deaf (7)
CEM01-K (27)
3
3
6
3
Agriculture in the Cerrado
4
LTS (2)
3
149
58
Note: if a student participates in more than one activity (s)he is counted as 1 person in each activity.
6
2.4. Environmental science topics explored in evaluation activities
During these events of evaluation, the following topics (D6.1, Salles et al. 2009) and models on
environmental science produced in Tasks 6.2 and 6.4 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
2.5. DynaLearn features, evaluation instruments and statistical analyses
Following D7.1 (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 #
Conceptual Modelling (CM)
1,6, 10, 11, 12, 13,
14, 16, 18
Teachable Agent (TA)
2, 7, 15, 17
Grounding
5
Evaluation instruments
Pre and Pos tests; Models; Concept maps;
Exercises; Interviews; Specific
questionnaires
Pre- and Pos-tests; Models; Interviews; TA –
Specific questionnaire
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 and/or 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 semistructured 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 FUB’s 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 “Motivation- Attitude Questionnaire”, completed by almost all the participants
of evaluation activities, and variations of the “Questionnaire about DynaLearn”, 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 (Adèr 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 2.12.0 (R Development Core Team, 2010), at the significance
level of 5%.
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3. Methodology
3.1. 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).
3.1.1. Evaluation based on Long Term Studies
This evaluation was performed with a small group (4 students in total) of secondary school students from
CEM01 – 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 students’ feelings, difficulties and advantages
of using DynaLearn.
3.1.2. 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
D7.2.1, Salles et al. 2010).
In 2011, the biology teacher has prepared a series of activities to actually introduce DynaLearn into the deafs’
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 "Língua 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.
3.1.3. 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.
3.1.4. 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 “acceleration class”, 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 “food chain” using Teachable Agent. The students
have never experienced the DynaLearn software, and it was a completely new approach for them.
3.1.5. 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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D7.3.1
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.
3.2. 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:
•
Modelling activities enhance conceptual understanding.
•
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 system's components within a framework of relationships
These general hypotheses resulted in two research questions, summarized as follows.
.
Does students’ involvement in modelling activities contribute to:
•
A better understanding of the concepts explored in classroom and textbooks?
•
Develop specific reasoning skills?
•
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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D7.3.1
3.2.1. 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.
3.2.1.1. Activity 1
Activity
Title
Activity 1:
Expressing causal
relations; Working with Is
and Ps
1.
2.
3.
4.
Learning
Spaces
LS01-LS02
and LS04
Content Domain
Deforestation;
Habitation; and
Energy
Target
Population
Secondary
school students
(CEM01-LTS)
Sample
Size
04
Evaluation Spaces
a
CU
b
SR/
M
c
M/A
d
SDL
1
CM
1, 2
2
VC
3
ST
3,4
Evaluation Questions
Are the learners able to identify the key elements of the system (entities, quantities and processes)?
Are the learners able to identity processes, rates and to understand how concurrent processes shape system behaviour?
Are the learners able to differentiate processes (direct influences) and propagation the processes effects (proportionalities)?
What are the criteria for the learners to select the elements of the system to be included in the model (contour conditions)?
Evaluation Design & Instruments
O1
Pre-test:
building of
conceptual
map about
phosphorus
cycle
(Appendix
A)
X1
Introduction
lecture
X2
Evolving
Deforestation
model
O3
Post
Model 01
Complete
Is and Ps
X3
Evolving
Habitation
model
O4
Post
Model 02
Complete
Is and Ps
X4
Evolving
Energy
model
O5
Post
Model 03
Complete
Is and
Ps
The lesson plan is available in the appendix A and provides an overview of the whole activity.
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O6
Post-test:
building
conceptual
map about
sulphur
cycle
(Appendix
A)
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3.2.1.2. Activity 6
Activity Title
Learning
Spaces
Content
Domain
Target
Population
Sample
Size
Activity 06 –
Osmosis and
diffusion
LS04
Osmosis and
diffusion
Secondary
school students
(CEM01-LTS)
03
Evaluation Spaces
1
CM
A
CU
1,2
b
SR/M
2
c
M/A
3
d
SDL
Evaluation Questions
Does the involvement in a modelling activity improve students’…
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?
Evaluation Design & Instruments
O1
Pre-test
about
diffusion and
osmosis
(Appendix D)
X 1 , O2
Complete
partially
developed
models, and run
simulations
O3
Post-test: about
diffusion and
osmosis
(Appendix D)
O4
Motivation /
attitude
questionnaires
The lesson plan is available in the appendix D and provides an overview of the whole activity.
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3
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D7.3.1
3.2.1.3. Activity 16
Activity Title
Activity 16:
Environmentalist
s versus lumber
dealers
Learnin
g
Spaces
LS02
Content
Domain
Target
Population
Sample
Size
Environmenta
lists versus
lumber
dealers
Secondary
school
(CEM01-J)
27
Evaluation Spaces
a
CU
b
SR/
M
c
M/A
d
SDL
1
CM
3
2
VC
3
ST
1
2
Evaluation Questions
Does students’ involvement in modelling activities contribute to …
1. Increase learners’ 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?
Evaluation Design & Instruments
O1
Pre-test:
create a
concept map
(Appendix L)
O2, X1
Model building in
LS2 based on a text
about the debate
between
environmentalist
and lumber dealers
O3
Post-test
create a
concept map
(Appendix L)
O4
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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3.2.2. Systems thinking and qualitative systems dynamics
Activities 13 and 14
3.2.2.1. Activity 13
Activity Title
Activity 13 – Water cycle
with deaf students
(Systems Thinking)
Learning
Spaces
LS04
Content
Domain
Water cycle
Target
Population
Secondary school
deaf students
(CED06)
Sample
Size
27
Evaluation Spaces
a
CU
b
SR/
M
c
M/A
d
SDL
1
CM
1
2
VC
3
ST
2
1
1
Evaluation Questions
Does students’ involvement in modelling activities contribute to..
1. A better understanding of the concepts approached in classroom?
2. Develop specific reasoning skills?
Evaluation Design & Instruments
O1
Pre-test
(Appen
dix I)
O2 , X 1
Water in
soil
exercise
O3 , X 2
Water in
lake
exercise
O4 , X 3
Water in
subsoil
exercise
O5
Posttest
(Appen
dix I)
O6
Motivation and
attitude
Questionnaire
The lesson plan is available in the appendix I and provides an overview of the whole activity.
3.2.2.2. Activity 14
Activity Title
Activity 14 – Water cycle
with hearing students
(Systems Thinking)
Learning
Spaces
LS04
Content
Domain
Water
cycle
Target Population
Secondary school
hearing students
(CEM01)
Evaluation Questions
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Sample
Size
19
Evaluation Spaces
a
CU
b
SR/
M
c
M/A
d
SDL
1
CM
1
2
1
1
2
VC
3
ST
DynaLearn
Project No. 231526
D7.3.1
Does students’ involvement in modelling activities contribute to…
1. A better understanding of the concepts approached in classroom?
2. Develop specific reasoning skills?
Evaluation Design & Instruments
O1
Pre-test (The
same as in
previous
section)
X1
Water in
atmosphe
re exercise
O 2 , X2
Water in
soil
exercise
O3 , X 3
Water in
lake
exercise
O 4, X 4
Water in
subsoil
exercise
O5
Post-test
(The same as
in previous
section)
O6
Motivation and
attitude
Questionnaire
The lesson plan is available in the appendix J and provides an overview of the whole activity.
3.2.3. 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 FUB’s 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 3.2.3.1),
implement it again in LS5 including conditional knowledge (section 3.2.3.2), 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 3.2.3.3). Moreover, LS6 includes
explorations of hierarchical representations.
Specific Evaluation Hypothesis:
•
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.
3.2.3.1. Activity 10
Activity Title
Activity 10 –
Water erosion
LS4
Learning
Spaces
LS04
Content
Domain
Water
erosion
Target
Population
Secondary school
students
(CEM01-LTS)
Evaluation Questions
Does students’ involvement in modelling activities contribute to…
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Sample
Size
03
Evaluation Spaces
1
CM
a
CU
b
SR/M
c
M/A
d
SDL
1
2
2
VC
3
ST
DynaLearn
Project No. 231526
1.
2.
D7.3.1
a better understanding of the concepts approached in classroom?
develop specific reasoning skills?
Evaluation Design & Instruments
O1
Pre-test
(Appendix F)
X1
Creating single models
using basic patterns
X2
Answering the exercises
after simulate the models
O3
Post-test
(Appendix F)
X3
Interview
(Appendix F)
The lesson plan is available in the appendix F and provides an overview of the whole activity.
3.2.3.2. Activity 11
Activity Title
ACTIVITY 11 Water erosion on
LS5
Learning
Spaces
LS05
Content
Domain
Water
erosion
Target
Population
Secondary
school students
(CEM01-LTS)
Sample
Size
03
Evaluation Spaces
a
CU
b
SR/M
c
M/A
d
SDL
1
CM
1, 3
2
Evaluation Questions
Does students’ 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?
Evaluation Design & Instruments
O1, X1
To reproduce a
model in LS5
O2 , X 2
To complete a
model in LS5
O 3 , X3
To answer the
exercises
(Appendix G)
X4
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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3.2.3.3. Activity 12
Activity
Title
ACTIVITY 12: Algal
bloom LS6
Learning
Spaces
LS05
LS06
Content
Domain
Algal Bloom
Target Population
Secondary school
students
(CEM01-LTS)
Sample
Size
03
Evaluation Spaces
a
CU
b
SR/
M
c
M/A
d
SDL
1
CM
1
2
VC
3
ST
2, 3, 4
1
1
Evaluation Questions
Does students’ involvement in modelling activities contribute to…
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?
Evaluation Design & Instruments
X1
To
reproduce
a model in
LS5
X2
To
reproduce
a model in
LS6
O1 , X 3
To create a
model in LS6
based on a
model in LS5
O 2 , X4
To create a
model in LS6 by
themselves
using hierarchy
knowledge
O3
Answer the
exercises
O4
Motivation and
attitude
Questionnaire
(Appendix H)
O5
Interview
(answers in
appendix H)
The lesson plan is available in the appendix H and provides an overview of the whole activity.
3.2.4. 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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3.2.4.1. Activity 18
Activity
Title
Activity 18:
DynaLeran
and
conservation
Learning
Spaces
LS01-LS02
Content
Domain
Ecology,
Conservation
and Public
Policies
Target
Population
Lecturers
and/or
Researchers
(Experts)
Sample
Size
04
Evaluation Spaces
a
CU
b
SR/
M
c
M/A
d
SDL
1
CM
1, 2, 3
2
VC
3
ST
4, 5
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?
Evaluation Design & Instruments
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 environmen
tal
processes
Discussion
about the
text and
identify
entities and
processes
Building
models in
Dynalearn
Discussion
and model
improvement
Questionnair
e application
3.3. 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 agent's (Pet) understanding of the matter through questioning (Quizmaster), the learner can
evaluate his own presentation of the knowledge and detect mistakes when the Pet doesn't answer, as
expected (Wißner et al., 2010)
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Evaluation Hypotheses:
1.
2.
3.
Using the Teachable Agent mode during the modelling process enhances concept understanding.
Using the Teachable Agent mode during the modelling process improves the quality of models
produced.
Using the Teachable Agent mode while modelling improves reasoning skills.
• The ability to identify components of a system and processes within a system;
• The ability to organize the system's components within a framework of relationships;
• The ability to make generalizations;
• The ability to identify dynamic relationships within the system.
Evaluation Questions:
Does the Virtual Characters using Teachable Agent mode contribute to:
• increase learners’ motivation to learn environmental science topics?
• improve the interaction between the learners and the software while revising and improving their
initial model?
• a better understanding of the concepts approached in classroom?
3.3.1.1. Activity 2
Specific Evaluation Hypothesis:
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.
Activity
Title
Activity II
–
Teachable
Agents
Learning
Spaces
LS02
LS04
Content Domain
Deforestation
Photosynthesis; and
Respiration
Target
Population
Secondary
school students
(CEM01-LTS)
Sample
Size
05
Evaluation Spaces
1
CM
a
CU
b
SR/M
c
M/A
d
SDL
2
VC
3
3
ST
1
2
Evaluation Questions
Do Virtual Characters using the Teachable Agent mode contribute to:
1. Increase learners’ 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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Evaluation Design & Instruments
X1
Model
building
LS2 (Lake
ecosystem)
O1
Text reading
“Lake
ecosystem”
(Appendix B)
O2
Support text
“Photosynthesis
and respiration”
(Appendix B)
X2
Model Building
LS2
(Photosynthesis
and respiration)
O3
Quiz and model
revision
O4
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.
3.3.1.2. Activity 7
Activity Title
Activity 07 –
Teachable Agent –
Food Chain
Learning
Spaces
Content
Domain
LS02
Food
Chain
Target Population
Sample
Size
Pre-secondary school
students in “acceleration
class”
(CED03-S)
Evaluation Spaces
16
1
CM
a
CU
b
SR/M
c
M/A
d
SDL
2
VC
1, 2
1
1, 2
2
Evaluation Questions
Does students’ involvement in teaching virtual characters
1. Contribute for student's improvement of their models quality?
2. Improve their understanding of concepts and causal relationships within the modelled system?
Evaluation Design & Instruments
O1
Pre-test
X1
Short presentation
of DynaLearn;
modelling
environment and
model ingredients
X2
Modelling activity;
Conceptual
modelling only
lacustrine
ecosystem
X3
Modelling activity;
Teachable Agent –
Food chain
O2
Post- Test
O3
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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ST
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D7.3.1
3.3.1.3. Activity 15
Activity Title
ACTIVITY 15: Teachable
agent Environmentalists vs
woodcutters (Deaf
students)
Learning
Spaces
LS02
Content Domain
Environmentalists
and woodcutters
Target
Population
Secondary
school deaf
students
Sample
Size
7
Evaluation Spaces
1
CM
a
CU
b
SR/
M
c
M/A
d
SDL
2
VC
3
3
ST
1
2
Evaluation Questions
Does the Virtual Characters using Teachable Agent mode contribute to…
1. Increase learners’ 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?
Evaluation Design & Instruments
O1
Pre-test
(Appendix k)
O2 , X 1
Model
building
version 1 and
quiz
O3 , X 2
Model
building
version 2 and
quiz
O 4 , X3
Model
building
version 3 and
quiz
O5 , X 4
Model
building
version 4 and
quiz
O6
Post-test
(Appendix k)
O7
Motivation and
attitude
Questionnaire
The lesson plan is available in the appendix K and provides an overview of the whole activity.
3.3.1.4. Activity 17
Activity Title
ACTIVITY 17:
Teachable Agent
Environmentalists
vs lumber dealers
(Hearing students)
Learning
Spaces
LS02
Content
Domain
Environmenta
lists and
lumber
dealers
Target
Population
Secondary
school
hearing
students
(CEM01-K)
Sample
Size
27
Evaluation Spaces
1
CM
a
CU
b
SR/M
c
M/A
d
SDL
2
VC
3
3
ST
1
2
Evaluation Questions
Does the Virtual Characters using Teachable Agent mode contribute to…
1. Increase learners’ 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?
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Evaluation Design & Instruments
O1
Pre-test
(Appendix M)
O 2, X 1
Model
building
version 1 and
quiz
O3 , X 2
Model
building
version 2 and
quiz
O4 , X 3
Model
building
version 3 and
quiz
O5 , X 4
Model
building
version 4 and
quiz
O6
Post-test
(Appendix M)
O7
Motivation and
attitude
Questionnaire
The lesson plan is available in the appendix M and provides an overview of the whole activity.
3.4. Evaluation activity with Grounding
Activities 5
Evaluation Hypothesis:
• Grounding activities during the modelling process enhances conceptual understanding.
• Grounding activities during the modelling process improve the quality of models produced.
• The use of grounding while modelling increases vocabulary and improves reasoning skills.
Evaluation Questions:
Does the involvement in a grounding activity improve:
• students’ understanding of an ecological system?
• students’ representation of the system - specification of entities, quantities and relationships in the
system?
• students’ ability to explain and predict the behaviour of the system?
3.4.1.1. Activity 5
Activity
Title
Activity 05 –
Grounding
Agriculture
in Cerrado
Learning
Spaces
LS04
Content
Domain
Agriculture
in Cerrado
Target
Population
Secondary
school
students
(CEM01-LTS)
Sample
Size
02
Evaluation Spaces
1
CM
a
CU
b
SR/M
c
M/A
d
SDL
2
VC
3
ST
1
2
3
Evaluation Questions
Does the involvement in a grounding activity improve:
1. students’ understanding of an ecological system?
2. students’ representation of the system - specification of entities, quantities and relationships in the system?
3. students’ ability to explain and predict the system behaviour?
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O1
Pre-test:
Writing test
about
ecological
concepts
(Appendix C)
Evaluation Designs & Instruments
X1
X2
Open, inspect
Grounding carefully all
and simulate a
terms of the model, if
pre-made model
necessary create anchor
terms and save
D7.3.1
O2
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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D7.3.1
4. Results
4.1. Results obtained on Conceptual modelling
4.1.1. Causality – 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.
4.1.1.1. 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 < 0.05), in the average scores calculated by the students
(Figure 2.1). The average score obtained in the model about energy was significantly greater than the previous model
(habitation) (p < 0.05). 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$
1.547,454
2
773,727
7,727
0,022
Error
600,782
6
100,130
Table 8. Tukey's Honesty-Significant-Difference Test to detect differences between models.
model 1
model 1
model 2
model 2
model 3
model 3
Difference
16,667
-20,381
-37,048
p0,380
0,071
0,034
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 I’s and P’s. 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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D7.3.1
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$ 8.193,880
2
4.096,940
42,246 P<0,001
Error
581,874
6
96,979
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. Tukey's Honestly-Significant-Difference Test to detect differences
between students’ performance in the activities.
Difference
pactivity 1
activity 2
-66,667
0,003
activity 1
activity 3
-63,435
0,000
activity 2
activity 3
3,232
0,952
These results suggest that the education activities improved the students’ 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.
Students’ perceptions of processes and their consequences:
•
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.
•
After building models, students´ scores were higher for the last model than for the first one, showing they were
able to improve their qualitative reasoning and systems´ thinking skills.
•
Improvement in their ability to recognize and implement model ingredients and so building models of better
quality.
•
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.
•
The use of incorrect causal relations decreased after modelling activities.
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4.1.1.2. 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 = 3.967; df = 2; p = 0.029).
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.
100,00
80,00
60,00
pre-test
40,00
post-test
20,00
0,00
S04
S01
S03
Figure 3. Percentage of scores obtained in pre and post-tests by student.
Student
Table 11. Scores in percentage of items correctly answered by students.
Diffusion exercise 1
Is e Ps – Diffusion exercise
Diffusion exercise 2
S04
31,82
33,30
95,45
S01
68,18
33,30
100,00
S03
56,50
66,70
100,00
4.1.1.3. Activity 16
Results and Conclusions
Pre and post-test results:
There was significant difference between pre and post-test (t = -2.327; df = 26; P = 0.028).
Motivation and Attitude Questionnaire results:
Most students found “very good” or “good” the activities using DynaLearn and they ‘agreed’ or ‘totally agreed’ 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 ‘agreed’ that being able to simulate the models helped them to develop their understanding of the
systems potential behaviour.
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4.1.2. Systems thinking and qualitative systems dynamics
Activities 13 and 14
4.1.2.1. Activity 13
Results and Conclusions
Pre and post-test results:
There was a significant difference (t = -3.699; df = 22; p = 0.001) between pre-test (mean=3,9±1,76) and post-test
(mean=5,7 ±1,9). showing an increase in their conceptual understanding.
Questionnaire results:
Most students found ‘good‘ or ‘very good’ 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 ‘easy’ or ‘very easy’.
4.1.2.2. Activity 14
Results and Conclusions
Pre and post-test results:
There was no significant difference (t = 1.023; df = 18; P = 0.320) between pre-test (mean = 11.21; SD = 2.55) and posttest (mean = 10.57; SD = 2.14).
Exercise results:
It was ran a Repeated Measures Analysis of Variance on Ranks and there wasn’t significant difference (Χ2 = 1.200; df = 2;
P = 0.549) between mean scores obtained by students in the exercises
Questionnaire results:
Most students found “very good” or “good” 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 ‘easy’ 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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4.1.3. Modelling progression in LS4, LS5 and LS6
Activities 10, 11 and 12
4.1.3.1. Activity 10
Results and Conclusions
Pre-test and post-test results
There was a significant difference between pre and post-test (t = -5.754; df = 3; p = 0.029) (paired t test using
bootstrapping). The students had betters scores in the post-test (Mean = 28.00; SD = ± 4.359) than in pre-test (Mean =
16.33, SD = ± 2.309).
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 student’s words “to establish the
auxiliary variables”, and to connect the quantities using “I’s” and “P’s” 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
“The 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 it.” 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: “Erosion is the loss of soil caused by deforestation, because by removing
vegetation the soil becomes more bound to be eroded”.
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 “help to keep in mind concepts longer than the regular ways of learning in school,
such as reading texts.” This finding is probably caused by the diagrammatic approach of DL.
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4.1.3.2. 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.
4.1.3.3. 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 “be able to identify in any text what
entities and quantities are, how the quantities are related, i.e., how a quantity influences other quantity ”, 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
(“Exame Nacional do Ensino Médio” – 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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4.1.4. Conservation biology experts
Activity18
4.1.4.1. Activity 18
Results and Conclusions
Lecturers and/or 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: “A great feature of the modelling software is to organize the
information and models in an elegant and attractive layout” (E-4). The evaluators recognized that DynaLearn could be
used for different purposes, other than regular education. For one of the evaluators, “Dynalearn 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 tool” (E-1). The
reason for that is, probably because it allows for “ a systemic view of the elements involved in an environmental
problem” (E-2).
The evaluators were asked to assess the possibility of using DynaLearn and qualitative models in different activities. For
research purposes, they “can 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 techniques” (E-4).
To support creation and implementation of Conservation Programmes, because such programmes deal with “complex
issues on many variables, and therefore need visualization tools to aid decision making” (E-4). However, one of the
experts added that “when the phenomena involve high levels of complexity the clarity of the representation is
impaired” (E-2). Anyway, qualitative modelling tools “are very appropriate to assess adaptive management” (E-4).
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With respect to the development and improvement of public policies, DynaLearn “helps in understanding the role of
different actors within public policy evaluation” (E-3). Another evaluator pointed out that “The 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 available” (E-2).
Regarding the question for which purposes the qualitative reasoning approach is more appropriate? – integration
among actors, university classes and decision-making, one of the experts provide the following answer: “For 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 capacity” (E-1). Another expert pointed out that
“the approach is best suited for the visualization of problems and concepts for communication (integration between
actors), and hence for making decisions” (E-4).
4.2. Results obtained with the Teachable Agent
Activities 2, 7, 15, 17
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4.2.1.1. ctivity 2
Results and Conclusions
Students results:
Percentage of questions correctly answered by students pet in each quiz increased during the evaluation
Students’ 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 ‘When the pet made a mistake and then learned
how to fix it, it would not repeat the same mistake again, it should gain that knowledge’
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).
Quiz score in %
100
80
S01
60
S02
40
S03
20
S04
0
vs1
vs2
vs3
vs4
Model versions
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
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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.
2
Mean
1,5
1
0,5
0
Figure 5. Software and teachable agent acceptability obtained interviewing four students after Activity 2 at
CEM01 School, May 2011.
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4.2.1.2. 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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Results and Conclusions
Pre and post-test results:
There was no significant difference between pre- and post-test. Pre x post-test only true-false questions (V = 0.213; p =
0.915); Pre x post-test only written questions (V = 0.06; p = 0.054); Pre x post-test all questions (V = 1.06; p = 0.339).
Motivation and Attitude Questionnaire results:
Most students agreed that the quiz helped them to better understand the model and it also helped them to correct their
initial mistakes.
In general the students rated as ‘totally agree’ or ‘agree’ with respect to the statement that teaching the Hamster
motivated them to understand correctly the concepts.
Most students were ‘neutral’ when asked if the quiz helped them to fix their mistakes in the model.
About 85% of the students rated as ‘agree’ with respect to the statement that the role of the Pet was clear to them; and
most students rated as ‘totally agree’ or ‘agreed’ with respect to the statement that teach the Pet motivated them to
understand the concepts correctly and that they learned while teaching their Pet.
Activity 15
4.2.1.3. Activity 17
Results and Conclusions
Pre and post-test results:
There was no significant difference between pre- and post-test (v = 1.720; df = 26; P = 0.088).
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 ‘totally agree’ or ‘agree’ with respect to the statement that teaching the Hamster
motivated them to understand correctly the concepts.
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4.3. Results obtained with Grounding
Activities 5
4.3.1.1. Activity 5
Results and Conclusions
There was no significant difference between pre and post-test (t = -3,00; df = 1; p = 0,205).
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
62,5
70,84
S03
66,7
70,84
4.4. 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 students’ opinions about modelling in
DynaLearn at the end of the LTS period are also presented in this section.
4.4.1. Results of evaluation based on long term studies
4.4.1.1. 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 ‘good’ or ‘very good’ at the first semester, and all rating as “very good” 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 ‘agree’ or rated ‘totally
agreed’ at the first semester and in the second semester all students rated ‘totally agree’.
Regarding the identification of entities and quantities most students ‘agree’ or ‘totally agree’ with respect to
the statement that it was an ‘easy’ task. They also rated ‘totally disagree’ or ‘disagree’ with respect to the
statement that they didn’t understand systems behaviour through simulation of models. This information
matches with the one obtained in the recorded interviews.
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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: “now I know what osmosis is, and what is
better: observing systems behaviour”; “[I liked to] see the model simulation and to analyse the system
through the results of simulations”. Another student said: “I liked being able to simulate several situations
about many kinds of phenomena and to comprehend certain concepts in a more complete way”. Also in the
open questions they found the understanding of I’s and P’s very difficult in the first semester, but at the
second semester no difficulty regarding I’s and P’s was mentioned.
100
Q1 - What is your overall opinion about the
learning activity with the DynaLearn
software?
Q2- Modelling with the software opened up
new ways of thinking about natural systems
100
50
50
0
0
Very bad
Bad
1st semester
100
Neutral
Good
Very good
2nd semester
Disagree
Neutral
1st semester
Q9 - I did not understand systems behaviors
through simulation of models
100
50
0
Totally
disagree
Agree
Totally
agree
2nd semester
Q10 - What level of use in Dynalearn you
consider that most contributed to your
understanding of concepts?
50
Totally
agree
Agree
1st semester
Neutral
Disagree
Totally
disagree
0
LS1
LS2
LS3
1st semester
2nd semester
LS4
LS5
LS6
2nd semester
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.
4.4.2. 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 ‘good’ or ‘very good’ 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.
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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 ‘easy’ or ‘very easy’.
5 - I found it easier to identify and describe
the entities and quantities of systems
1- What is your general perception of the
learning activity with the software DynaLearn?
60
80
60
40
20
0
40
20
0
Very bad
Bad
Neutral
Good
Totally
agree
Very
good
50
40
30
20
10
0
Agree
Neutral Disagree Totally
disagree
6- To understand how quantitave spaces
describes the variable qualitatively and the
number of behaviors was easy
2- The modelling software has opened new
ways of thinking about natural systems
Totally Disagree Neutral
disagree
Agree
Totally
agree
Totally
agree
Agree
Neutral Disagree
Totally
disagree
7 - The identification and description of
entities and quantities were difficult
3- I found it easy to differentiate between
proportionalities (Ps) and direct influences (Is)
30
50
40
30
20
10
0
20
10
0
Totally
agree
Agree
Neutral Disagree Totally
disagree
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Totally
agree
Agree
Neutral Disagree Totally
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4 - The way the spaces describe the
quantitative variables was not easily
understood qualitatively
8 - The differentiation between direct
influences (Is) and proportionality ( Ps) was
difficult
50
30
40
30
20
20
10
10
0
0
Totally
agree
Agree
Totally
agree
Neutral Disagree Totally
disagree
9 - I could not understand the behavior of
systems by simulation models
40
80
30
60
20
40
10
20
0
Totally
agree
40
Agree
Neutral Disagree Totally
disagree
11 - Being able to simulate the models
helped me develop my understanding of the
potential behavior of systems
0
Neutral Disagree Totally
disagree
10 - What level of use in Dynalearn you consider
that most contributed to your understanding of
concepts?
Agree
Totally
agree
Agree
Neutral Disagree Totally
disagree
12 -Identify and extract relevant
information and the text was essential
40
30
30
20
20
10
10
0
0
LS1
LS2
LS3
Very
easy
LS4
Easy
Neutral Difficult
Very
difficult
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.
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4.4.3. 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 students’ 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 ‘very high’ or ‘high’
(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 model’s terms.
In general the students found it ‘very easy’ to understand the following modelling ingredients: entities,
model fragments and direct influences (I+ and I-) and rated as ‘easy’ 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 ‘moderate’, ‘easy’ and ‘very easy’.
Asked about the possibility of using DynaLearn in the school where they study, their answers were ‘maybe’
and ‘no’. The reasons for that, according to the students’ 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 ‘high’ and ‘very high’. 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.
2- Indicate the degree of difficulty that
you found to understand each one of the
following modeling ingredients that you
100,0
have inspected
1- The possibility to express concepts by
qualitative models is:
100,0
50,0
0,0
Very low
Low
Moderate
High
Very high
0,0
Very hard
Hard
Moderate
Easy
Very easy
2.3- Quantities (variables)
2.2- Entities and configurations
(representations of modeled system
structure)
100,0
100,0
50,0
50,0
0,0
0,0
Very hard
Hard
Moderate
Easy
Very easy
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Hard
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Easy
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2.5- Quantity space
2.4- Qualitative values
100,0
100,0
50,0
50,0
0,0
0,0
Very hard
Hard
Moderate
Easy
Very easy
Very hard
100,0
100,0
50,0
50,0
0,0
Very hard
Hard
Moderate
Easy
Very easy
100,0
100,0
50,0
50,0
0,0
Very hard
Hard
Moderate
Easy
Very easy
100,0
Very hard
Hard
Moderate
Easy
Very easy
Very hard
Hard
Moderate
Easy
Very easy
100,0
50,0
50,0
0,0
Very hard
Hard
Moderate
Easy
Very easy
Very hard
100,0
100,0
50,0
50,0
0,0
Very hard
Hard
Moderate
Hard
Moderate
Easy
Very easy
Easy
Very easy
2.13- Simulations
2.12- Scenarios
0,0
Very easy
2.11- Descriptive situation (qualitative
states)
2.10- Correspondences
0,0
Easy
2.9- Qualitative proporcionality (P+ e P-)
2.8- Direct influences (I+ e I-)
0,0
Moderate
2.7- Processess
2.6- Model fragments
0,0
Hard
Easy
Very easy
Very hard
Hard
Moderate
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.
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5. Discussion and concluding remarks
Evaluation activities developed by FUB aimed at testing the following hypotheses (Section 3.1):
•
The modelling activities (Conceptual modelling, Teachable Agent and Grounding) enhance
conceptual understanding.
•
•
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 system's components within a framework of relationships
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.
Does students’ involvement in modelling activities contribute to:
•
a better understanding of the concepts approached in classroom?
•
develop specific reasoning skills?
Conceptual Understanding
For testing the first hypothesis: “Modelling activities (Conceptual modelling only, Teachable Agent mode and
Grounding) enhance conceptual understanding”, 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 system’s 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: “Using the Teachable Agent mode or Grounding during the modelling process
improves the quality of models produced”. 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 Quizmaster’s
questions correctly answered by their Pets in the following quiz.
These results show the capability of DynaLearn to improve the quality of the students’ 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 & 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.
Students’ 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 “help to keep in mind concepts longer
than the regular way of learn in school, such as reading texts.” 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 Médio – 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
Adèr, H. J., Mellenbergh G. J., and Hand, D. J. 2008. Advising on research methods: A consultant's companion.
Huizen, The Netherlands: Johannes van Kessel Publishing.
Blair, K., Schwartz, D., & Biswas, G. (2007). Pedagogical agents for learning by teaching: Teachable agents.
EDUCATIONAL. Retrieved from http://www.teachableagents.com/papers/2006/Final-edtechTA.pdf
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.
Frederiksen,J. R. and White, B. Y . (2002). Conceptualizing and constructing linked models: creating coherence
in complex knowledge systems. In: P .Brna, M. Baker, K.Stenning, and A.Tiberghien, editors, The Role of
Communication in Learning to Model, pages 69-96. Lawrence Erlbaum Associates, London.
Gracia, J., Trna, M., Lozano, E., Nguyen, T.T., Gómez-Pérez, A., Montaña, C. and Liem, J. (2010). Semantic
repository and ontology mapping. DynaLearn, EC FP7 STREP project 231526, Deliverable D4.1.
Gupta, R., Wu, Y., & Biswas, G. (2005). Teaching about Dynamic Processes A Teachable Agents Approach.
Artificial Intelligence, 241-248.
Leelawong, K., & Biswas, G. (2008). Designing learning by teaching agents: The Betty’s Brain system.
International Journal of Artificial Intelligence. Retrieved from
http://iospress.metapress.com/index/27L051W344743314.pdf
Mettes, C.T.C.W. and Roossink, H.J. (1981). Linking factual and procedural knowledge in solving science
problems: A case study in a thermodynamics course. Instructional Science, 10: 333 - 361.
Miller Jr., G.T. (2007) Ciência Ambiental. 11ª edição, São Paulo (SP),CENGAGE Learning (Translation of
Environmental Science – 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 D7.1.
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: http://www.r-project.org.
Salles, P., Souza, A., Gontijo de Sá, I., Pereira Resende, M., Morison Feltrini, G., Assumpção da Costa e Silva, P.,
Leite, G., Wilhelms, L.H., Pires, L., Portella, A., Braga, E., Simões, A. and Lima-Salles, H. (2010). FUB evaluation of
DynaLearn prototype. DynaLearn, EC FP7 STREP project 231526, Deliverable D7.2.1.
Salles, P., Souza, A., Sá, I.G. de, Leite, G.M.F., Tunholi, V., Costa e Silva, P.A. (2011). FUB – Advanced topics and
models. DynaLearn, EC FP7 STREP project 231526, Deliverable D6.4.1.
Wißner, M., Häring, M., Bühling, R., Beek, E., Linnebank, F., Liem, J., Bredeweg, B., André, E. (2010). Basic Help
and Teachable Agent. DynaLearn, EC FP7 STREP project 231526, Deliverable D5.3.
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Appendix A: Activity 1
Course plan Activity 1 – Is and Ps Evaluation
COURSE PLAN ID (EVALUATION A CTIVITY 1)
Topic:
General Objectives:
Target population:
Consumerism in an environmental science view
To develop conceptual modelling in DynaLearn software;
To develop students’ 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 students’ opinion on DynaLearn.
Secondary school students
Procedure
Duration:
Implementation plan and
schedule:
Teaching/Learning
organization:
Assessment:
6h hours (2 classes with 3h each)
(1) Pre-test;
(2) Intermediate evaluations, based on Is and Ps exercises;
(3) Post-test
(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
(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 Fósforo
O ciclo do fósforo acontece lentamente através da água, do solo e dos organismos vivos da Terra.
O fósforo circula pela água, pela crosta terrestre e por organismos vivos do planeta, perfazendo o
ciclo do fósforo. O ciclo do fósforo é lento e, em uma curta escala de tempo humana, a maior parte do
fósforo flui em uma direção, da terra para os oceanos.
O fósforo é normalmente encontrado na forma de sais de fosfato contendo íons de fosfato (PO4),
em formações rochosas terrestres e nos sedimentos dos fundos dos oceanos. À medida que a água passa
por rochas que contêm fósforo, ela lentamente remove compostos inorgânicos contendo íons de fosfato.
O fosfato pode se perder do ciclo por longos períodos de tempo, quando é lavado da terra em
direção a córregos e rios e é transportado para o oceano, onde pode ser depositado em forma de sedimento
e permanecer preso por milhares de anos. Em algum momento, os processos geológicos de sublevação
podem expor esses depósitos no fundo do mar, dos quais o fosfato pode ser erodido, para iniciar
novamente o processo cíclico.
Como a maioria dos solos contém pouco fosfato, ele é geralmente o fator limitante do
crescimento das plantas. O fósforo também limita o crescimento de populações de produtores em muitos
córregos e lagos de água doce, pois os sais de fosfato são apenas levemente solúveis em água.
Efeitos das Atividades Humanas no Ciclo do Fósforo
Removemos grandes quantidades de fósforo da terra para fazer fertilizantes, reduzimos o fósforo nos solos
tropicais removendo a vegetação das florestas e adicionamos fosfato em excesso nos sistemas aquáticos.
Interferimos no ciclo do fósforo de três formas. Primeira, extraímos grandes quantidades de rochas
de fosfato para fabricar detergentes e fertilizantes inorgânicos. Segunda, reduzimos o fosfato disponível nos
solos tropicais ao devastarmos florestas tropicais. Terceira, destruímos os ecossistemas aquáticos com
fosfatos provenientes do escoamento de resíduos de animais e fertilizantes e descargas dos sistemas de
tratamento de esgoto. Desde 1900, as atividades humanas têm aumentado a taxa natural de liberação do
fósforo no meio ambiente, algo em torno de 3,7 vezes.
Fonte: Ciência Ambiental. G. Tyler Miller Jr. 11ª edição. CENGAGE Learning. 2007.
Pré-teste:
Utilizando os elementos e informações 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 água, do solo e de organismos vivos da Terra.
O enxofre circula pela biosfera por intermédio do ciclo do enxofre. A maior parte do enxofre da
Terra está armazenada no subsolo, nas rochas e minerais.
O enxofre também entra na atmosfera por meio dos recursos naturais. O sulfeto de hidrogênio (H2S)
— um gás incolor e altamente venenoso cujo cheiro é de ovo podre — é liberado pelos vulcões ativos e
pela matéria orgânica nos pântanos alagados, brejos e planícies de marés, e é quebrado pelos
decompositores anaeróbicos. O dióxido de enxofre (SO²), um gás incolor e sufocante, também provém dos
vulcões.
Partículas de sais de sulfato (SO42-) como o sulfato de amônio, entram na atmosfera pelas ondas do
mar, tempestades de poeira e incêndios de florestas. As raízes das plantas absorvem os íons de sulfato e
incorporam o enxofre como um elemento essencial de muitas proteínas.
Na atmosfera, o dióxido de enxofre (SO2) proveniente de fontes naturais e atividades humanas é
convertido em gás trióxido de enxofre (SO3) e em gotículas de ácido sulfúrico (H2S04). Além disso, ele reage
com outros elementos químicos atmosféricos, como a amônia, para produzir pequenas partículas de sais de
sulfato. Essas gotículas e partículas caem na Terra em forma de componentes da chuva ácida, que,
juntamente com outros poluentes, pode prejudicaras árvores e a vida aquática.
Efeitos das Atividades Humanas no Ciclo do Enxofre
Adicionamos dióxido de enxofre à atmosfera queimando carvão e petróleo, refinando o petróleo e
produzindo alguns metais a partir de minérios.
Lançamos dióxido de enxofre na atmosfera de três maneiras. Primeira, queimamos carvão e
petróleo, que contêm enxofre, para produzir energia elétrica. Segunda, refinamos o petróleo contendo
enxofre para fabricar gasolina, óleo de aquecimento e outros produtos úteis. Terceira, convertemos
minérios de minerais metálicos contendo enxofre em metais livres, como o cobre, o chumbo e o zinco —
atividade que libera grandes quantidades de dióxido de enxofre no meio ambiente.
Fonte: Ciência Ambiental. G. Tyler Miller Jr. 11ª edição. CENGAGE Learning. 2007.
Pós-teste:
Utilizando os elementos e informações do texto acima elabore um mapa conceitual utilizando o Learning
Space 1 do programa DynaLearn.
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Universidade de Brasília
ESCOLA: CEM 01 - SOBRADINHO
Complete o diagrama com influencias diretas (I) e/ou proporcionalidades (P)
NOME: _________________________________________________________________________ Data: ____/ ____/ 2011
PROJETO DYNALEARN
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Activity Diagramm to complete - Deforestation
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Complete o diagrama com influencias diretas (I) e/ou proporcionalidades (P)
NOME: __________________________________________________ Data: ____/ ____/ 2011
PROJETO DYNALEARN
Universidade de Brasília
ESCOLA: CEM 01 - SOBRADINHO
Project No. 231526
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Activity Diagramm to complete - Habitation
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Activity Diagramm to complete - Energy
Universidade de Brasília
ESCOLA: CEM 01 - SOBRADINHO
PROJETO DYNALEARN
NOME: _____________________________________ Data: ____/ ____/ 2011
Complete o diagrama com influencias diretas (I) e/ou 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 --> B --> 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
Signal
Is the relation correctly implemented?
Were the “Is” correctly implemented
CAUSALITY
Were the directions of “Is” correct?
Were the “Ps” correctly implemented
Were the directions of “Ps” correct?
Were there feedback loops? Correct implemented?
ENTITIES AND
CONFIGURATIONS
QUANTITIES
QUANTITY SPACE
MODEL
ORGANIZATION
MODEL
APPLICABILITY
CONCEPTUAL
SIMULATION
Are the entities properly represented?
Are The configurations properly represented?
Properly represented?
Did the student use inequalities? Properly?
Properly represented?
Was It used properly value correspondences?
Was It used properly quantity space correspondences?
Organization (organized, partially, not organized or confused)
The model may be applied in a real situation?
Did the student use previous knowledge to build the model?
Or did he use elements found in the lesson?
It runs?
Is it correct?
Did he correctly mark the minimum amount of initial values?
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Yes or All (2) /
Partially (1) / Not
or none (0)
Total of
scores
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TOTAL
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Appendix B: Activity 2
Course plan Activity 2 – TA Photosynthesis and respiration
Topic:
General Objectives:
Target population:
Duration:
Implementation plan and
schedule:
Teaching/Learning
organization:
Assessment:
Dynalearn resources:
Learning materials:
COURSE PLAN ID (EVALUATION A CTIVITY 2)
Photosynthesis and Respiration
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.
Secondary school students (Long term students)
Procedure
3 hours (1 meeting of 3 hours)
(1) Text for support “Lake ecosystem” (10 min)
(2) 1º Model building LS2 - Model version 1 (30 min)
(3) Text for support “Photosynthesis and respiration” (10 min)
(4) 2º 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.
(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 - Conceptual modelling and Teachable Agent workspace;
Photosynthesis and respiration model;
Motivation texts; DynaLearn models, textbooks texts.
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Activity 1 – Lake ecosystem
Ecossistema do Lago
Quando suas condições ambientais são boas, um lago a biomassa de algas pode aumentar, fazendo crescer
o número de peixes, e ambos os grupos contribuem para aumentar a biomassa de organismos
decompositores, que garantem a ciclagem e fazem aumentar a concentração de nutrientes no lago.
Identifique, nesse texto, o que você representaria no modelo como entidade(s), quantidade(s) e
dependências causais e construa um modelo no LS2.
Activity 2 – Photosynthesis and respiration
Fotossíntese e respiração
Os organismos da Terra produzem ou consumem alimentos. Os produtores, por vezes chamados de
autótrofos (alimentam-se por si mesmos), ou seja, fabricam seu próprio alimento utilizando compostos de
seu meio, como oxigênio, gás carbônico e nutrientes. A maior parte dos produtores captura a luz solar para
formar compostos complexos (como a Glicose, C6H12O6) por meio da fotossíntese, processo representado
pela equação geral:
ó
6
+á
+
+6
+ energia solar
+
ê
C H O + 6O
No processo de fotossíntese quando a intensidade de luz aumenta durante o dia, a respiração dos seres
autótrofos diminui, causando o aumento na quantidade de biomassa e na concentração do oxigênio e o
dióxido de carbono diminui. Agora, quando a intensidade de luz diminui durante a noite, a respiração
aumenta, diminuindo a produção de biomassa e a concentração de oxigênio, já a concentração do dióxido
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, i.e., 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 students’ 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 agents’ 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 it’s 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 didn’t 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 it’s 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 you’re unable to do just reading the text?
Certainly. There are so many information inside a text that sometimes
we don’t 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 didn’t 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 didn’t
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 couldn’t do it?
Yes, regarding the respiration and the concentration of oxygen and
carbon dioxide, that were the concepts I didn’t know correctly.
2
Do you think this activity was easier with the
hamsters or without the hamsters?
It’s easier with the hamsters, because the entities, relations and
quantities are already established. But it’s 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. It’s like a backup teacher, helping you build the model. It gives you
hints to fix and enhance the knowledge about the addressed topics.
Do you have any thoughts or suggestions?
The hamster’s language should be in Portuguese, and not in English,
because people that don’t understand English will have a hard time
modelling.
Questions
Student 2
2
Score
Do you think it’s easier to understand
Lacustrine Ecosystem modelling, using the
software, or reading the text?
If I had never seen the subject before, I’d prefer the text, but to study
and fixate the knowledge, it’s easier with the model.
1
How would you evaluate your knowledge
about photosynthesis and respiration before
and after this activity?
I already knew the topic. But modelling and evaluation the hamster’s
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
Do you think the use of hamsters helped or
made model construction more difficult?
Harder. But it served as training, so, next time, I can place influences of
each quantity more easily.
0
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?
Reading the text and modelling. Because when you read, you gain
knowledge, and when you model, you fixate what you’ve 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 you’re unable to do just reading the text?
Simulations. See the possibilities according to the variables.
2
Comparing with the previous activity (lake
ecosystem model), do you think the choice of
the entities was easier or more difficult?
Easier
0
Which concepts, regarding respiration and
photosynthesis, you didn’t know previously
and found out when modelling?
The biomass issue. I didn’t know, in a clear way, the influences that can
affect the biomass.
2
In the modelling activity, do you think it was
more difficult determine entities and
quantities or the relations? Why?
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 couldn’t do it?
No
2
Do you think this activity was easier with the
hamsters or without the hamsters?
Without the hamsters, because your model it not questioned. With the
hamsters you can see what’s wrong and right in your model.
0
If you could choose, would you or would you
not use the hamsters?
I would use them.
2
Do you think that the use of the hamsters
(Teachable Agents) is a motivating aspect to
use the software?
Yes
2
Do you have any thoughts or suggestions?
The language issue, even English being an universal language that
everybody should know.
Questions
Student 3
Score
Do you think it’s easier to understand this
system modelling, using the software, or
reading the text?
It’s way better with DynaLearn software.
2
How would you evaluate your knowledge
about photosynthesis and respiration before
and after this activity?
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 plant’s 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.
Do you think the use of hamsters helped or
made model construction more difficult?
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.
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. 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
Is there anything you can do with the model
that you’re unable to do just reading the text?
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
Comparing with the previous activity (lake
ecosystem model), do you think the choice of
the entities was easier or more difficult?
Harder. I think it’s easier when I do it, by myself, rather than taking things
done by another person. But it’s also good, because it acts like a base. If
it’s a harder topic, that I don’t have a base, I can take what is already built
and start. It’s easier.
2
Which concepts, regarding respiration and
photosynthesis, you didn’t know previously
and found out when modelling?
0
-
In the modelling activity, do you think it was
more difficult determine entities and
quantities or the relations? Why?
The relations.
2
Did you try to represent something in the
model and couldn’t do it?
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
Do you think this activity was easier with the
hamsters or without the hamsters?
Without the hamsters. But everything is a matter of time. If I get used to
the hamsters, it’s 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
Do you think that the use of the hamsters
(Teachable Agents) is a motivating aspect to
use the software?
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.
Questions
Student 4
Score
Do you think it’s easier to understand
Lacustrine Ecosystem modelling, using the
software, or reading the text?
Describing the system is easier when using the model, but for studying,
I’d choose the text if I didn’t know the topic.
1
How would you evaluate your knowledge
about photosynthesis and respiration before
and after this activity?
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
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?
Reading the text and modelling.
Can you indicate another vantage of using and
building models?
Yes. If I’m 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, it’d be a way
of reviewing of I’ve studied. It’d be a very efficient method.
1
Is there anything you can do with the model
Simulations. You can’t see the consequences and what could increase
2
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that you’re unable to do just reading the text?
and decrease, only with the text.
Comparing with the previous activity (lake
ecosystem model), do you think the choice of
the entities was easier or more difficult?
Easier.
2
Which concepts, regarding respiration and
photosynthesis, you didn’t know previously
and found out when modelling?
I had doubts regarding plant’s biomass. I realized that respiration
decreases plant’s biomass, and that photosynthesis increases. I had
many doubts, and could see more clearly, when modelling.
2
In the modelling activity, do you think it was
more difficult determine entities and
quantities or the relations? Why?
The relations. I placed things that wasn’t in the expert model, causing
conflict.
2
Did you try to represent something in the
model and couldn’t do it?
Yes. I tried to place relations between quantities that wasn’t in the
expert model, so it didn’t work.
2
Do you think this activity was easier with the
hamsters or without the hamsters?
With the hamsters.
2
I would use them, because it’d be a more efficient way. The hamsters
show your mistakes, and make you look back at the model and change
it.
2
If you could choose, would you or would you
not use the hamsters?
Do you think that the use of the hamsters
(Teachable Agents) is a motivating aspect to
use the software?
Absolutely. It’s 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
doesn’t happen without the hamsters. I was modelling and didn’t have
idea if was doing things right or wrong.
Do you have any thoughts or suggestions?
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Appendix C: Activity 5
Course plan Activity 5 – Grounding Agriculture in Cerrado
COURSE PLAN ID (EVALUATION A CTIVITY 5)
Topic:
General Objectives:
Target population:
Agriculture in Cerrado
To investigate the learning of concepts after use of grounding features of
DynaLearn.
2 Secondary school students (Long term students)
Procedure
Duration:
Implementation plan and
schedule:
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)
Teaching/Learning
organization:
Assessment:
Pre and post-test.
In the activities we will use one model: Farming cerrado LS4.
(1) The models produced
(2) Pre and post-test;
Resources
Dynalearn resources:
Learning materials:
DynaLearn - Conceptual modelling and grounding;
Motivation texts; DynaLearn models, textbooks texts.
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Pre and post-tests
Projeto DynaLearn – Avaliação no Centro de Ensino Médio 01- Sobradinho - Pós-teste –
Agricultura no Cerrado
NOME: ______________________________________________________
Data: ___/____/2011 Idade: _________ Sexo: ( ) F ( ) M
Agricultura no Cerrado
A seguir uma lista dos principais conceitos que serão trabalhados no modelo “Agricultura no Cerrado”. Marque abaixo se você
reconhece o conceito, se você já o estudou na escola (SIM ou NÃO) e escreva uma rápida explicação e dê um exemplo para
elucidar cada conceito.
Conceito
Reconhece o
conceito
Já estudou
na escola
Explicação e Exemplo
Cerrado
Espécie
Desmatamento
Bioma
Biodiversidade
Lucro
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Appendix D: Activity 6
Course Plan Activity 6 – Osmosis and diffusion
COURSE PLAN ID (EVALUATION A CTIVITY 6)
Topic:
General Objectives:
Target population:
Osmosis and diffusion
To investigate the learning of concepts after use of grounding features of
DynaLearn.
3 Secondary school students (Long term students)
Procedure
Duration:
Implementation plan and
schedule:
3 hours (1 meeting of 3 hours)
(1) Pre-test (30 min)
(2) Open partially developed models, complete them and run simulations
(60 min)
(3) Answer the exercises (60)
(4) Post-test (30 min)
Teaching/Learning
organization:
Assessment:
Pre and post-test.
Exercises
(1) The models produced
(2) Pre and post-test;
Resources
Dynalearn resources:
Learning materials:
DynaLearn - Conceptual modelling and grounding;
Motivation texts; DynaLearn models, textbooks texts.
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Exercise 1: diffusion
Projeto DynaLearn: EXERCÍCIO DIFUSÃO
Nome: _____________________________________________________ Data: ___/___/_____
Lado A
concentração maior
1
Lado B
concentração menor
3
6
2
4
5
7
I – coloque sinais de mais (+) ou de menos ( – ) nas oito setas da figura acima.
II – Utilize as seguintes palavras para completar a tabela abaixo:
Concentração A
Massa - soluto
Volume - solvente
Fluxo de
soluto
Concentração B
Massa - soluto
Volume - solvente
Preencha as lacunas identificando as quantidades pelos números do diagrama, e descreva o comportamento
dessas quantidades usando as palavras aumenta, diminui constante.
Número
1
2
3
4
5
6
7
Quantidade
Comportamento
Lembre-se: Na difusão, estamos tratando do comportamento de moléculas em uma solução. Nesse caso,
uma substância é dissolvida em um líquido. A substância dissolvida é o soluto, e o líquido, o solvente.
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Exercise 2: Osmosis
Projeto DynaLearn: EXERCÍCIO OSMOSE
Nome:____________________________________________________ Data: ___/___/_______
Lado A
concentração maior
Lado B
concentração menor
Membrana
6
3
1
2
4
5
7
I – coloque sinais de mais (+) ou de menos ( – ) nas oito setas da figura acima.
II – Utilize as seguintes palavras para completar a tabela abaixo:
Concentração A
Massa - soluto
Volume - solvente
Fluxo de
solvente
Concentração B
Massa - soluto
Volume - solvente
Preencha as lacunas identificando as quantidades pelos números do diagrama, e descreva o comportamento
dessas quantidades usando as palavras aumenta, diminui constante.
Número
Quantidade
Comportamento
1
2
3
4
5
6
7
Lembre-se: A osmose é um caso de difusão, no qual se trata do comportamento de moléculas em solução
separadas por uma membrana semi-permeável. Em ambos os lados da membrana, uma substância é
dissolvida em um líquido. A substância dissolvida é o soluto, e o líquido, o solvente.
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Exercise 3: diffusion
Projeto DynaLearn: INFLUÊNCIAS DIRETAS E PROPORCIONALIDADES
Nome:____________________________________________________ Data: ___/___/_______
Exercício: Complete os diagramas abaixo com I+ ou I-, para influências diretas, e P+ ou P– 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?
Very bad
Tota Percentage
l
0
0
Bad
0
0
Neutral
0
0
Good
1
25
Very good
Q2- Modelling with the software opened up new ways of thinking about natural
systems
Totally disagree
3
75
Tota
l
0
0
Disagree
0
0
Neutral
0
0
Agree
1
25
Totally agree
Q3 -I found it easy to differentiate between proportionalities (Ps) and direct
influences (Is)
Totally agree
3
75
Tota
l
0
0
Agree
0
0
Neutral
2
50
Disagree
2
50
Totally disagree
Q4 - The way the spaces describe the quantitative variables was not easily
understood qualitatively
Totally agree
0
0
Tota
l
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 Tota
l
Totally agree
0
0
Agree
3
75
Neutral
1
25
Disagree
0
0
Totally disagree
Q6 - Understand the way in which quantity spaces qualitatively describe variables
and the number of behaviors were easy
Totally agree
0
0
Tota
l
0
0
Agree
2
50
Neutral
2
50
Disagree
0
0
Totally disagree
0
0
Tota
l
0
0
Q7 - The identification and description of the entities and quantities were hard
Totally agree
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Agree
0
0
Neutral
0
0
Disagree
4
100
Totally disagree
0
0
Tota
l
0
0
Agree
2
50
Neutral
2
50
Disagree
0
0
Totally disagree
0
0
Tota
l
0
0
Agree
0
0
Neutral
0
0
Disagree
1
25
Totally disagree
3
75
LS1
Tota
l
0
0
LS2
1
25
LS3
0
0
LS4
3
75
Q8 - The differentiation between direct influences (Is) and proportionality ( Ps) was
difficult
Totally agree
Q9 - I did not understand systems behaviors through simulation of models
Totally agree
Q10 - What level of use in Dynalearn you consider that most contributed to your
understanding of concepts?
Q11 - Being able to simulate the models helped me to develop my understanding of
the potential behavior of the systems
Tota
l
Totally agree
3
75
Agree
1
25
Neutral
0
0
Disagree
0
0
Totally disagree
0
0
Q12 -Identify and extract the relevant and essential information of the text was
Tota
l
0
0
Easy
4
100
Neutral
0
0
Difficult
0
0
Very difficult
0
0
Very easy
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Open questions:
Q13 – What did you like?
s01
Agora aprendi o que é osmose, entre outros termos. E o melhor: observar os comportamentos dos
sistemas.
s02
Da utilização dos hamisters no LS2 como aurélio. Quizmaster e o Pet. Novos conhecimentos sobre
muitos assuntos.
s03
De ver a simulação dos modelos e analisar os sistemas através dos resultados das simulações
s04
Das simulações, das relações e de ver os resultados
Q14 – What did you dislike?
s01 Da difícil compreensão dos P e I
s02
Da dificuldade dos P(s) e I(s)
s03
-
s04
De relacionar I+, I-, P+ e P-; pois fiz confusão.
Q15 – Any ide to improve the software?
s01 Colocar números, para colocar H2O e CO2.
s02
Utilização de números
s03
Incorporar números ao software
s04
Bom, eu acho que já está bem interessante para o aprendizado.
Q16 – Other comments??
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Appendix E: Activity 7
Course plan Activity 7 – TA Food chain CED03
C OURSE P LAN (ACTIVITY 7)
Topic:
Specific Objectives:
Content knowledge
and skills:
Modelling knowledge
skills:
Prerequisite
knowledge and skills:
Teaching/Learning
mode/s:
Modelling level/s:
Duration:
Implementation plan
and schedule:
Assessment (if
planned):
Dynalearn resources:
Learning materials:
Food chain
(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.
(S1) Understanding natural phenomena;
Model building – mode (LS1 and LS2)
Concept map (LS1) and Basic causal model (LS2)
Procedure
3h
(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)
Pre and post-tests; Likert type motivation questionnaires, Percentage of correctly
answered questions in quizzes.
Resources
DynaLearn conceptual modelling workbench and Teachable Agent use case.
Text prepared about a food chain
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Activity
Cadeia alimentar
Na lagoa em que vive o lambari, peixe pequeno de água doce, os produtores são as algas e as plantas
que vivem no fundo. Os caramujos, consumidores de primeira ordem, se alimentam desses vegetais. À
medida que os caramujos se aproximam das plantas para se alimentar, são devorados pelos peixes
pequenos. Concentrados na obtenção de alimento, os peixes pequenos tornam-se alvo mais fácil de
predadores, como os peixes grandes.
Já 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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Q1 - What is your overall opinion about the learning activity with the DynaLearn
software?
Very bad
D7.3.1
Tota Percentua
l
l
0
62,5
Bad
0
37,5
Neutral
0
0
Good
6
0
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Very good
Q2- Modelling with the software opened up new ways of thinking about natural
systems
Totally disagree
10
0
0
0
Disagree
0
0
Neutral
0
0
Agree
6
37,5
Totally agree
Q5 - I found it easy to identify and describe the entities and quantities of the
systems
Totally agree
10
62,5
7
43,75
Agree
7
43,75
Neutral
1
6,25
Disagree
1
6,25
Totally disagree
0
0
Totally agree
0
0
Agree
2
12,5
Neutral
1
6,25
Disagree
9
56,25
Totally disagree
4
25
Very easy
-
31,25
Easy
-
43,75
Neutral
-
25
Difficult
-
0
-
0
Q7 - The identification and description of the entities and quantities were hard
Q12 -Identify and extract the relevant and essential information of the text was
Very difficult
Motivation questionnaire results
QUESTIONNAIRE ABOUT QUIZMASTER
Q1- The role of the Quizmaster became clear to me
Tota
Percentage
Totally agree
8
57,14
Agree
5
35,71
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Neutral
D7.3.1
1
7,14
Disagree
0
0,00
Totally disagree
0
0,00
14
100,00
Q2- The role of the Quizmaster was confusing to me
Tota
Totally agree
0
Agree
0
0,00
Neutral
3
21,43
Disagree
8
57,14
Totally disagree
Q3- The speeches were entertaining the Quizmaster
0,00
3
21,43
14
100,00
Tota
Totally agree
5
35,71
Agree
7
50,00
Neutral
2
14,29
Disagree
0
0,00
Totally disagree
0
0,00
14
100,00
Q4- The speeches were boring the Quizmaster
Tota
Totally agree
0
Agree
0
0,00
Neutral
2
14,29
Disagree
7
50,00
Totally disagree
Q5- I really felt part of a quiz
0,00
5
35,71
14
100,00
Tota
Totally agree
3
21,43
Agree
10
71,43
Neutral
0
0,00
Disagree
1
7,14
Totally disagree
0
0,00
14
100,00
Q6- I had the desire to do well in the quiz
Tota
Totally agree
7
46,67
Agree
4
26,67
Neutral
2
13,33
Disagree
1
6,67
Totally disagree
Q7- I did not bother to do well in the quiz
1
6,67
15
100,00
Tota
Totally agree
0
0,00
Agree
2
16,67
Neutral
3
25,00
Disagree
4
33,33
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Totally disagree
Q8- The quizmaster that the speaker was confusing to me
D7.3.1
3
25,00
12
100,00
Tota
Totally agree
1
7,14
Agree
0
0,00
Neutral
2
14,29
Disagree
9
64,29
Totally disagree
2
14,29
14
100,00
Q9- I understood what he was talking quizmaster
Tota
Totally agree
6
42,86
Agree
6
42,86
Neutral
2
14,29
Disagree
0
0,00
Totally disagree
0
0,00
14
100,00
Q10- I did not feel motivated when getting correct
Tota
Totally agree
1
7,14
Agree
1
7,14
Neutral
2
14,29
Disagree
5
35,71
Totally disagree
5
35,71
14
100,00
Q11- Answer a question correctly motivated me
Tota
Totally agree
8
57,14
Agree
5
35,71
Neutral
1
7,14
Disagree
0
0,00
Totally disagree
0
0,00
14
100,00
Q12- Even with the quiz , I could not get it right the model
Tota
Totally agree
0
0,00
Agree
0
0,00
Neutral
2
14,29
Disagree
6
42,86
Totally disagree
6
42,86
14
100,00
Q13- The quiz helped to better understand the model
Tota
Totally agree
8
57,14
Agree
6
42,86
Neutral
0
0,00
Disagree
0
0,00
Totally disagree
0
0,00
14
100,00
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Q14- The quiz helped to correct my mistakes early
D7.3.1
Tota
Totally agree
7
50,00
Agree
7
50,00
Neutral
0
0,00
Disagree
0
0,00
Totally disagree
0
0,00
14
100,00
Q15- I could not correct my mistakes with the help of quiz
Tota
Totally agree
0
0,00
Agree
0
0,00
Neutral
2
14,29
Disagree
5
35,71
Totally disagree
7
50,00
QUESTIONNAIRE ABOUT THE PET
Q18- The function of my pet became clear to me
Totally agree
Tota Percentage
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
Tota
Totally 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
Tota
Totally 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
Tota
Totally 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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Totally agree
2
20
Agree
5
50
Neutral
3
30
Disagree
0
0
Totally disagree
0
0
10
100
Q23- I did not feel he was teaching the Pet
Tota
Totally 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
Tota
Totally 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
Totally agree
1
10
Agree
0
0
Neutral
1
10
Disagree
4
40
Totally disagree
4
40
10
100
Q26- I also learned while I was teaching my Pet
Tota
Totally 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
Tota
Totally 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
Q17 - Do you think that
Q28 - What else do
think that the
the quizmaster could do you think that the Pet
quizmaster should do
something in a different shoul do in this type
in this type of
way? What is it and how? of activity?
activity?
s01
Ensinar as outras
materias
s02
Ser mais alegre
Traduzir as falas
Q29 - Do you think
that the Pet could do
something in a
different way? What is
it and how?
Ser mais bonito e mais
alegre
Mais gestos
s03
s04
s05
s06
Se movimentar mais
Perguntas mais
complexas; mais
animação (ele é muito
desanimado)
Brincar mais
s07
s08
Ser mais comunicativo
s09
Ser mais comunicativo
Ser mais comunicativo
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Andar e ensinar mais
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Appendix F: Activity 10
Course plan Activity 10 – Water Erosion LS4
C OURSE PLAN ID (EVALUATION ACTIVITY 10)
Topic:
General Objectives:
Water erosion
To develop conceptual modelling in DynaLearn software;
To develop students’ reasoning skills using DynaLearn;
To evaluate the interaction of the students with the software;
Target population:
3 Secondary school students (Long term students)
Procedure
Duration:
Implementation plan and
schedule:
3 hours (1 meeting of 3 hours)
(1) Creating models of basic patterns (100 min)
(3) Answer the exercises (60 min)
(4) Post-test (20 min)
Teaching/Learning
organization:
Assessment:
Modelling exercises
Written exercises
(1) The models produced
(2) Exercises;
(3) Interviews
Resources
Dynalearn resources:
Learning materials:
DynaLearn - Conceptual modelling;
DynaLearn models and exercises.
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Universidade de Brasília
PROJETO DYNALEARN
Pre and post-test
Name: ____________________________________________________
Date: ____/ ____/ 2011
Age: _____
Gender: F ( ) M ( )
Water Erosion
1.
Identify in the text “The environmental problem of hydric erosion”, entities and processes.
ENTITIES
2.
PROCESSES
Identify in the text cause-effect relations
CAUSE
EFFECT
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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 1,5 million km2, or 154,9 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
Agronômico 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.
Agência Nacional de Águas. Programa Produtor de Água. Brasília: 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 “The
environmental problem of hydric erosion”
Driven study about the text “The environmental
problem of hydric erosion”
1.
First paragraph
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“In the elaboration of the National Plan of Fight against Desertification, which main focus is the Brazilian
Northeast, the Environment Ministry estimated in 1,5 millions of km2, or 154,9 million of hectares, the
country’s area that present some degradation process.”
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)]
Erosão Hid LS4 vs1 increasing vs01.eps
Erosão Hid LS4 vs1 decreasing.eps
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
“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
Agronômico de Campinas (IAC), cultivated areas in the country looses, on average, 25 ton of soil per hectare
per year.”
(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
[see additional text]
between
these
two
“EH model vs04 only erosion rate” showing the and
the state variable.eps
quantities
is
represented
by
I+
or
“EH model vs04 only erosion rate” with a
direct influence.eps
(c ) Simulations
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I-
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Various simulations can be run using this minimal model.
Exploring the initial values:
-
Initial values: Amount of soil = <critic,?>; Erosion rate = <zero, ?>, Formation rate = <plus, ?>.
Initial values: Amount of soil = < critic, ?>; Erosion rate = <plus, ?>; Formation rate = <zero, ?>
Initial values: : Amount of soil = < critic, ?>; Erosion rate = <plus, ?>; Formation rate = <plus, ?>
(d) Exploring inequalties
-
Initial values: Amount of soil = < critic, ?>; Erosion rate = <plus, ?>; Formation rate = <plus, ?>
Erosion rate > Formation rate
Erosion rate = Formation rate
Erosion rate < Formation rate
3. Third paragraph:
“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.”
(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 – the rate – what
raises the complexity of the model]
(c) Determine the way of representing the factors cited in the text
Two options: place processes and/or just variables that will be linked by proportionalities (and make
the exogenous variable).
[However, as we didn’t introduce the proportionalities, let’s 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 ‘on’, in order to establish the structural relation
between these two entities: ‘Vegetation on Soil’;
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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 concept…]
[Note, as well, that instead of ‘Deforested area’, the quantity ‘Area covered by vegetation’ 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 erosion/pedogenesis)
- 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 wouldn’t 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:
Erosão Híd vs06 deforestation erosion and formation.eps
(f) Simulations with this model:
- Consider the following qualitative values:
Deforestation rate = <plus, ?>; Deforested area = < zero, ?>; Erosion rate = <zero, Formation rate = <plus, ?>;
Amount of soil = <critic, ?>
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Erosão Híd vs06 desm eros e form vhd 1.eps
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D7.3.1
Erosão Híd vs06 desm eros e form vhd 2.eps
Run other simulations:
- Deforestation rate = <zero, ?>; Deforested area = < zero, ?>; Erosion rate = <zero, ?>; Formation rate =
<plus, ?>; Amount of soil = <critic, ?>
- Deforestation rate = <plus, ?>; Deforested area = < zero, ?>; Erosion rate = <zero, ?>; Formation rate =
<zero, ?>; Amount of soil = < critic,?>
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 – see below]
“The 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 diseases.”
(a) Again, discuss the mentioned proceedings: siltation, electric energy production, rural exodus
(migration), water treatment, diseases (of hydric) vehiculation.
To simplify the model, let’s consider only one variable capable of representing each of these parts, of the
text:
MODEL
TEXT
ENTITY
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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.
Erosão Híd vs07 deforest eros e form etc.eps
The simulation, regarding this model, presents the following results:
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Erosão Híd vs07 desmat eros e form etc vhd1.eps
5.
D7.3.1
Erosão Híd vs07 desmat eros e form etc vhd2.eps
Fourth paragraph:
“Beyond 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 springs.”
This text contains a part that shows a conditional knowledge, a phenomenon that depends of certain
conditions to happen. “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.”
To model this phenomenon (“can no longer carry those sediments that, as years go by, end up being
deposited in its beds”), its necessary that two alternate situation are represented:
IF Erosion rate < or = the Formation rate (or tolerance), THEN Transport rate > Sedimentation rate (making
the sediments be carried);
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IF Erosion rate > or = the Formation rate (or tolerance), THEN Transport rate < 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:
Erosão Hid model LS4 vs3 degrad process.eps
Erosão Hid model LS4 vs3 degrad process with
feedback.eps
(B) Simulation of this model Degradation with feedback:
Erosão Hid model LS4 vs3 degrad process
with feedback.eps
Erosão Hid vhd Erosão Hid LS4 vs03 c feedbk all qtt.eps
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(C) In the last paragraph of the text:
“The 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 diseases.”
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 FUB’s team for DynaLearn WP6 and WP7
May, 2010
Interviews
Entrevistado: BRUNO
Duração: 07m:34s
1ª Pergunta – Qual são as principais informações que você pôde concluir com a construção do seu modelo e
com as simulações que você rodou?
Que tudo que foi abordado em relação ao texto está tudo na mão do homem, principalmente. Porque uma
atitude que ele toma, como o desmatamento, desencadeia várias consequências graves que vai chegar num
ciclo que vai afetar o próprio homem, então através do desmatamento vai causar uma erosão, uma
diminuição da cobertura vegetal e os sedimentos vão cair em bacias hidrográficas aumentando o custo de
energia e várias outras consequências, além da morte de vários animais, várias vidas.
2ª Pergunta – O que você achou mais difícil nessa atividade de modelagem, considerando desde o primeiro
dia de construção do modelo de erosão?
O mais difícil foi estabelecer as variáveis auxiliares ali que estão ligando uma a outra, porque o modelo já
estava bem grande, então tem que ter uma atenção muito grande em relação a uma a outra pra ligar e
colocar os resultados certos.
3ª Pergunta – O que você achou mais fácil nessa atividade de modelagem?
É ligar e identificar entidade com quantidade e suas dependências.
4ª Pergunta – Pensando nos conceitos abordados no modelo, com suas palavras, como você definiria erosão?
Erosão é uma consequência de um ato, este ato é o desmatamento que vai diminuir a cobertura vegetal,
então a erosão é a consequência da falta de cobertura vegetal.
5ª Pergunta – Quais são as causas da erosão?
Já foi respondido na Questão anterior!!!
6ª Pergunta – Quais são os efeitos da erosão?
A sedimentação, uma menor quantidade do solo, uma menor fertilidade, desparecimento de leitos de rios,
assoreamento e vários outros.
7ª Pergunta – Se a quantidade de solo aumentar, então o custo do tratamento da água pode ser reduzido.
Por quê?
Porque a quantidade de solo aumentando, quer dizer que a terra não está descendo para o rio, então vai ter
uma maior quantidade de água e mais fácil para a produção de energia através da água.
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8ª Pergunta – 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 erosão e com isso vai
diminuir a quantidade de terra, porque essa terra está descendo pros pontos mais baixos dos rios e assim vai
dificultando a produção de energia por que a água vai diminuindo, então o desmatamento vai prejudicando
a produção de energia.
9ª Pergunta – De que maneira a incidência de doenças por veiculação hídricas podem ser afetadas pelas
atividades humanas?
De acordo com as consequências descritas na resposta anterior e como tem uma maior dificuldade para a
fabricação de energia através da água, porque também tem mais terra dentro do rio e dificultando a corrente
da água, o custo da fabricação de energia vai ficar mais elevado e com isso, para a grande parte da
população, não terá condições de pagar esses custos e não terá condições de pagar pela água tratada, então
essas populações vão recorrer a outros meios de tomar água muitas vezes contaminadas, com isso vai
aumentar o índice de doenças, porque não vai ter condições de pagar a água tratada.
10ª Pergunta – Se você fosse um gestor de um município e se deparasse com duas situações. A primeira é de
que há um aumento da emigração da zona rural e a outra seria o aumento da incidência de doenças
veiculadas pela água. Que estratégias você tomaria para solucionar esses dois problemas?
Eu incentivaria a realização do trabalho na área rural, e tentaria descobrir o porquê que as pessoas estão
saindo da área rural e indo pra área urbana e tentarei solucionar esses problemas que estejam acontecendo
na área rural até mesmo para atrais da cidade para a área rural. Em relação às doenças, a explicação anterior
soluciona também essa relação, pois o que acontece hoje é uma super-lotação das cidades onde não tem
água potável para todos e também por causa da precariedade, que vai enchendo muito as cidades e vai
criando favelas, condições não aconselháveis de viver, com isso as pessoas vão poluindo os rios, não tem
onde jogar o lixo que é produzido, pois há uma quantidade maior cada vez mais de pessoas, então
consertando tudo o que está acontecendo na área rural eu vou evitar que a cidade lote cada vez mais
resolvendo o problema da água e da transferência de pessoas da área rural para área urbana.
Entrevistado: THAYNÁ
Duração: 14m:01s
1ª Pergunta – Qual são as principais informações que você pôde concluir com a construção do seu modelo e
com as simulações que você rodou?
Acho que o modelo tem sido um processo, então a cada aula tem adquirido conhecimentos, que dessa vez
focou mais nas bacias e da população, na forma como o desmatamento afeta um outro processo que não
estava tão ligado no começo.
2ª Pergunta – O que você achou mais difícil nessa atividade de modelagem, considerando desde o primeiro
dia de construção do modelo de erosão?
A questão das relações. É difícil você esquematizar e tentar expressar como você está pensando, fazendo as
ligações de “I” e “P”, positivo e negativo, porque tem uma diversidade de caminhos que você pode seguir
que pode ser diferente do que você está pensando, então na hora de fazer a ligação de saber se é um “P” ou
um “I” que é melhor pra colocar se negativo ou positivo pode alterar tudo no final. Então, a parte mais difícil
foi essa, é saber ligar todas as informações de uma forma que fique certo.
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3ª Pergunta – O que você achou mais fácil nessa atividade de modelagem?
Os conceitos, você saber onde colocar cada quantidade e entidade que ela está relacionada, pois as palavras
são mais relacionadas no dia-a-dia. Então fica mais fácil saber qual quantidade esta relacionada a qual
entidade e quais as suas interações.
4ª Pergunta – Pensando nos conceitos abordados no modelo, com suas palavras, como você definiria erosão?
É um processo em que N fatores vão interferir tanto para prejudicar quanto para beneficiar o solo. Igual a
questão das chuvas, se não houver uma cobertura vegetal vai ser devastador e haverá erosão, como se fosse
um efeito negativo no solo, como a retirada de nutrientes etc. Deixando o solo mais susceptível a perdas, a
não ser mais utilizado, a perder muitos nutrientes e nem ser cultivados.
5ª Pergunta – Quais são as principais causas da erosão?
O desmatamento e a expansão da população, que vai ocupando áreas destinadas ao meio ambiente.
6ª Pergunta – Quais são os efeitos da erosão?
A erosão afeta o meio ambiente, o solo, as pessoas que vivem desse solo vai ser uma grande perda, pois irá
passar um longo processo para poder utilizar novamente este solo, atuando no fator econômico. No meio
ambiente, por que será um local de perda, pois uma vegetação que poderia existir na área não existirá mais.
A questão da qualidade de vida das pessoas, porque a erosão acarreta muitos problemas futuros, como os
assoreamentos dos rios, por ser um evento natural então 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 vários recursos que utilizava antes não vai mais poder utilizar.
7ª Pergunta – Se a quantidade de solo aumentar, então o custo do tratamento da água pode ser reduzido.
Por quê?
Se a quantidade de solo aumentar, de acordo com meu modelo, vai ter uma maior extensão de bacias
hidrográficas, então o custo vai diminui porque algo que é abundante, que é muito utilizado e que tem
muitos recursos para utilizar então o preço tende a cair, então se tem solo suficiente pra constituir toda uma
bacia hidrográfica que tenha uma maior quantidade de produtos finais então o preço tende a baixar. Pois se
ela começasse a ficar escassa o preço iria aumentar.
8ª Pergunta – Como que a energia produzida ela pode ser afetada pelo desmatamento?
A energia produzida está diretamente ligada à bacias hidrográficas, então pode-se tirar a conclusão que essa
energia provém de hidrelétricas então se ocorre o desmatamento, várias áreas vão ficar prejudicadas e vão
ficar improdutivas, então isso vai afetar diretamente essas bacias, as nascentes e a qualidade da água, então
vai ter um processo muito maior e vai ter que ter muito mais recurso para que essa produção de energia
ocorra com a mesma eficácia que antes acontecia, então a quantidade de energia ela tende a diminuir pela
falta de recursos e pelos prejuízos que o desmatamento traz.
9ª Pergunta – De que maneira a incidência de doenças por veiculação hídricas podem ser afetadas pelas
atividades humanas?
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Ocorre primeiramente por causa da atividade humana, por causa do saneamento básico, da qualidade da
água, do desmatamento e da erosão. Então eu acho que a atividade humana acaba por piorar o que já era
um processo natural, acelerando esses processos. Com o desmatamento e a erosão vai poluir muito os rios,
então começa a ficar escassa a água, a área de cultivo e á área de produzir água pra toda uma sociedade,
então começa a diminuir o número de água pra toda a sociedade então os grupos de menor renda e que
ficam mais isolados não têm acesso a benefícios como o saneamento básico e esgotos e eles ficam isolados
da sociedade pela perda de recursos naturais pelas atividades humanas.
10ª Pergunta – Se você fosse um gestor de um município e se deparasse com duas situações. A primeira é de
que há um aumento da emigração da zona rural e a outra seria o aumento da incidência de doenças
veiculadas pela água. Que estratégias você tomaria para solucionar esses dois problemas?
Eu acho que é uma questão de capacitar minha cidade. A primeira coisa é a questão do tratamento da água,
pois deveria ter acesso para todas as pessoas da cidade. Por mais que custo seja alto, eu acho que seria
compensado, porque não teria tanta desigualdade na minha cidade e também pouparia muitos gastos com
medicamentos e com hospitais que ia estariam cheios por conta do alto nível de doenças. Outra questão
seria o desmatamento/reflorestamento. A questão de dar oportunidades as pessoas que estão saindo da
zona rural para a zona urbana, mas também informar à população que a zona urbana depende da zona rural.
Entrevistado: YAN
Duração: 08m:47s
1ª Pergunta – Qual são as principais informações que você pôde concluir com a construção do seu modelo e
com as simulações que você rodou?
Basicamente que tem um desmatamento que desencadeia uma série de outros processos que resultam no
final em doenças na população, causadas pela água. Nesse processo desde o início até o final são vários
processos que vão acontecendo.
2ª Pergunta – O que você achou mais difícil nessa atividade de modelagem, considerando desde o primeiro
dia de construção do modelo de erosão?
Mais difícil mesmo foi essa última parte de conectar os oito últimos elementos e fazer com que ele tivesse
sentido.
3ª Pergunta – O que você achou mais fácil nessa atividade de modelagem?
O inicio da atividade, porque a gente começou colocando o que tinha no texto somente, e na outra parte
não, precisou pensar sem se basear totalmente do texto.
4ª Pergunta – Pensando nos conceitos abordados no modelo, com suas palavras, como você definiria erosão?
Erosão é a perda de solo causado pelo desmatamento, porque a retirada da vegetação o solo fica mais
propício a sofrer a erosão.
5ª Pergunta – Quais são as causas da erosão?
Já respondeu na questão anterior.
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6ª Pergunta – Quais são os efeitos da erosão?
Nos rios, por exemplo, a sedimentação seguida de assoreamento e uma possível morte do rio, além de um
prejuízo na matriz energética se for assoreado uma bacia utilizada por uma hidrelétrica.
7ª Pergunta – Se a quantidade de solo aumentar, então o custo do tratamento da água pode ser reduzido.
Por quê?
Porque será menos sedimento no rio, menos sedimento para se retirada do rio, então o tratamento seria
mais barato.
8ª Pergunta – Como que a energia produzida ela pode ser afetada pelo desmatamento?
Já que o desmatamento causa a erosão, então com essa erosão gera a sedimentação e o assoreamento,
então pode sim afetar a produção de energia.
9ª Pergunta – De que maneira a incidência de doenças por veiculação hídricas podem ser afetadas pelas
atividades humanas?
Os homens que praticam o desmatamento desencadeando todo um processo, desmatamento, erosão,
sedimentação e assoreamento. Águas mal-tratadas pelo grande número de sedimento que tem no rio e aí
com essa água mal-tratada é que vêm as doenças causadas pela água.
10ª Pergunta – Se você fosse um gestor de um município e se deparasse com duas situações. A primeira é de
que há um aumento da emigração da zona rural e a outra seria o aumento da incidência de doenças
veiculadas pela água. Que estratégias você tomaria para solucionar esses dois problemas?
Implantar medidas mais eficazes de tratamentos de água e para que essa população rural não se evadir.
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Appendix G: Activity 11
Course plan Activity 11 – Water Erosion LS5
C OURSE PLAN ID (EVALUATION ACTIVITY 11)
Topic:
General Objectives:
Water erosion
To develop conceptual modelling in DynaLearn software;
To develop students’ reasoning skills using DynaLearn;
To evaluate the interaction of the students with the software;
Target population:
3 Secondary school students (Long term students)
Procedure
Duration:
Implementation plan and
schedule:
3 hours (1 meeting of 3 hours)
(1) To reproduce a model in LS5 (60 min)
(2) To complete a model in LS5 (70 min)
(3) Answer the exercises (30 min)
(4) Interviews (20 min)
Teaching/Learning
organization:
Assessment:
Modelling exercises
Written exercises
(1) The models produced
(2) Exercises;
(3) Interviews
Resources
Dynalearn resources:
Learning materials:
DynaLearn - Conceptual modelling;
DynaLearn models and exercises.
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Activities for LS5
Atividades usando LS5
Erosão
Nome:________________________________________________________ Data: 11/11/2011
Objetivo: Construir um modelo que apresente conhecimento condicional, isto é, que mostre que se a
quantidade de terra deslocada for maior ou igual a crítica então os sedimentos na bacia hidrográfica
aumentam e afetam a produção de energia em hidroelétricas.
EXERCÍCIO 1
(1) Abra o modelo “Erosão hídrica LS5 exercício 1”
(2) Tente estabelecer a seguinte condição:
Se a Quantidade de terra deslocada ≥ valor crítico,
Então essa variável faz aumentar a quantidade de sedimentos na bacia;
Como implementar essa idéia? Fazer aumentar significa colocar uma influência positiva entre Quantidade de
terra deslocada e Sedimentos. Que tipo de influência?
É um processo? Não. Então a leitura passa a ser:
Se a Quantidade de terra deslocada é maior que o valor crítico, então deve haver uma proporcionalidade (P+)
entre Quantidade de terra deslocada e Sedimentos .
(3) Complete o modelo com as relações adequadas;
(4) Coloque os seguintes valores iniciais para as variáveis:
Quantidade
Valor
Taxa de erosão
Zero; derivada crescente
Quantidade de terra deslocada
Zero
Sedimentos
Pequena
Energia produzida
Grande
Lucro
Alto
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Para aperfeiçoar o modelo: fazer duas condicionais, uma mostrando o que acontece se o valor de
Quantidade de terra deslocada é ≥ valor crítico (condição 1a); a outra, mostrando o que acontece na situação
complementar a essa – o que acontece se Quantidade de terra deslocada é < valor crítico (condição 1b).
Portanto:
Se a Quantidade de terra deslocada ≥ valor crítico,
Então essa variável faz aumentar a quantidade de sedimentos na bacia;
Se a Quantidade de terra deslocada é maior que o valor crítico, então deve haver uma proporcionalidade (P+)
entre Quantidade de terra deslocada e Sedimentos .
E
Se a Quantidade de terra deslocada < valor crítico;
Então essa variável não afeta a quantidade de sedimentos na bacia, que permanece estável.
Implementação: Se a Quantidade de terra deslocada é menor que o valor crítico, então não há
proporcionalidade (P+) entre Quantidade de terra deslocada e Sedimentos, e a derivada de Sedimentos é
zero.
SALVE O SEU MODELO COMO “EROSÃO SEU NOME LS5 VS01”
(5) Simule, inspecione os resultados e responda abaixo:
1234-
Quantos estados iniciais? _____________
Quantos estados finais? _______________
Qual o número total de estados? _______________
Em qual estado da simulação há a passagem de uma condição a outra?_____________
5- Escolha um caminho e descreva o comportamento das seguintes quantidades:
Taxa de erosão
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Quantidade de terra deslocada
Sedimentos
Energia produzida
Lucro
EXERCÍCIO 2
(1) Abra o modelo “Erosão hídrica LS5 exercício 2”
(2) De forma semelhante ao exercício anterior tente estabelecer agora uma condição entre Sedimentos e
Taxa de erosão
(3) Complete o modelo com as relações adequadas;
(4) Coloque os seguintes valores iniciais para as variáveis:
Quantidade
Valor
Taxa de erosão
Zero; derivada crescente
Quantidade de terra deslocada
Zero
Sedimentos
Pequena
Energia produzida
Grande
Lucro
Alto
(5) Simule, inspecione os resultados e responda abaixo:
1234-
Quantos estados iniciais? _____________
Quantos estados finais? _______________
Qual o número total de estados? _______________
Em qual estado da simulação há a passagem de uma condição a outra?_____________
5- Escolha um caminho e descreva o comportamento das seguintes quantidades:
Taxa de erosão
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Quantidade de terra deslocada
Sedimentos
Energia produzida
Lucro
SALVE O SEU MODELO COMO “EROSÃO SEU NOME LS5 VS02”
EXERCÍCIO 3
(1) Abra o modelo “Erosão hídrica LS5 exercício 3”
(2) Dessa vez implemente as duas condições feitas nos exercícios anteriores em um único modelo.
(3) Complete o modelo com as relações adequadas;
(4) Coloque os seguintes valores iniciais para as variáveis:
Quantidade
Valor
Taxa de erosão
Zero; derivada crescente
Quantidade de terra deslocada
Zero
Sedimentos
Pequena
Energia produzida
Grande
Lucro
Alto
(5) Simule, inspecione os resultados e responda abaixo:
6789-
Quantos estados iniciais? _____________
Quantos estados finais? _______________
Qual o número total de estados? _______________
Em qual estado da simulação há a passagem de uma condição a outra?_____________
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10- Escolha um caminho e descreva o comportamento das seguintes quantidades:
Taxa de erosão
Quantidade de terra deslocada
Sedimentos
Energia produzida
Lucro
SALVE O SEU MODELO COMO “EROSÃO SEU NOME LS5 VS03”
Perguntas entrevista:
Qual a principal diferença que você observou entre o LS5 e o LS4?
O que você achou mais fácil no LS5? E o que achou mais difícil?
Dê um exemplo de uma situação condicional que poderia ser feita usando o LS5
Você tem alguma sugestão 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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Entrevistado: BRUNO
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Duração: 03m:43s
1ª Pergunta – Qual foi a principal diferença entre o Learning Space 4 e o Learning Space 5?
A grande diferença que eu achei de grande importância foi a possibilidade de você fragmentar o que você
está desenhando ali naquele modelo que você está produzindo e isto é de grande importância porque
facilita muito mais ainda a sua aprendizagem e o seu desenvolvimento, é como se você pegasse a sua idéia e
fragmentasse em várias partes e não ficasse tudo misturado complicando a sua compreensão.
2ª Pergunta – O que você achou mais fácil e mais difícil no Learning Space 5?
O mais fácil é você fazer o primeiro e o segundo exercício com fragmentação simples e o mais difícil é você
fazer o terceiro juntando essas duas fragmentações que você fez em um só modelo, porque eu achei mais
difícil e mais complexo pra você conseguir diferenciar os dois e colocar em um só.
3ª Pergunta – Você poderia dar um exemplo de uma situação/fenômeno condicional que poderia ser
feito utilizando o Learning Space 5?
Tem dois exemplos: Assuntos de guerras, 1ª ou 2ª guerra mundial, onde você coloca o que causou e tem
vários motivos que causaram então em cada fragmentação você vai colocar os motivos e suas respectivas
conseqüências, tanto motivo se acontecesse isso aconteceria tal coisa e se acontecendo dependendo de
certa taxa para baixo aconteceria outra coisa. Outro exemplo seria em relação à saúde, 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 conseqüência, e também vários outros assuntos.
4ª Pergunta – Você tem alguma sugestão de melhora ou modificação no Learning Space 5?
Eu tenho. Na hora em que você põe nas condições as fragmentações, você coloca lá o modelo e você
organiza na matriz no primeiro ali de forma organizada e na hora que você põe a nova condição o modelo
aparece todo embolado que fica até difícil de compreender, pra mim fica difícil de compreender, aí gasta um
tempo tirando linhas em cima de nomes que você colocou de quantidades e entidades, então poderia na
forma que você fez na matriz aparecer nas condições da forma que foi desenhada e colocada as palavras. E
quando aparece também que você o simula e aparece as bolinhas brancas, como as derivadas brancas, e que
tá errado se aparecer branco, poderia dar dica aonde você ta errando e não você ficar perdido procurando ali
no mapa onde você errou. Essas as sugestões do que poderia estar concertando.
Entrevistado: THAYNÁ
Duração: 06m:51s
1ª Pergunta – Qual foi a principal diferença entre o Learning Space 4 e o Learning Space 5?
A questão de você ter a possibilidade de presenciar as outras opções que vai ter, que nem seria as resposta,
pois um ciclo não tem um só caminho ele tem outras diversidade e a gente não consegui ver isso claramente
no nível anterior, já nesse você 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 você vai chegar a uma conclusão mais clara.
2ª Pergunta – O que você achou mais fácil e mais difícil no Learning Space 5?
Eu acho que fácil nenhum deles são, porque tudo é questão de treino, se você trabalha muito com essa
ferramenta você cria um hábito e fica mais fácil de você trabalhar. A questão é fácil porque não diferencia
muito do que você aprendeu dos outros é como se fosse um processo, é um ciclo você vai aprendendo a
cada nível, então tem muita coisa que eu já tinha visto nos outros níveis só vai aumentando o grau de
dificuldade que seria a questão de você saber dividir, se você colocar e saber juntar, que é saber colocar uma
situação em um e uma situação no outro, a gente estava muito acostumado a ver isso, mas em um modelo
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único, a gente não tinha que separar, a gente não tinha que colocar uma possibilidade e pensar em outra
possibilidade que vai acontecer, a gente estava muito acostumado em está tudo incluso em apenas um
modelo, então essa é a maior dificuldade você ter que saber associar as informações e diferenciar e separálas.
3ª Pergunta – Você poderia dar um exemplo de uma situação/fenômeno condicional que poderia ser
feito utilizando o Learning Space 5?
Eu acho que os fenômenos não têm só uma linha, não são linear, é um ciclo acontecem diversas
consequências, então eu acho que o desmatamento seria um bom exemplo. Ah sim, a atividade humana e o
desmatamento ligados entre si, eu acho que todo fenômeno tem o “se” e uma conclusão, se acontece algo
vai acontecer outra e da mesma forma se mudar esse cenário vai acontecer algo totalmente diferente. Se
pensar no desmatamento, a população e o desmatamento: se o número de habitantes da população
aumentar de certa forma o desmatamento também vai aumentar, não que seja diretamente, que a questão é
se o aumenta o número de pessoas aumenta também o espaço utilizado que é a expansão urbana, então ela
vai pegar muitas áreas que seriam vegetadas que vai ocorrer o desmatamento, da mesma forma que
diminuir o número de habitantes, não tanto ao ponto de acarretar outras consequências, o desmatamento
tende a diminuir, se tiver medidas que possam preservar aquele ambiente ele não irá diminuir e aos poucos
voltar a crescer.
4ª Pergunta – Você tem alguma sugestão de melhora ou modificação no Learning Space 5?
Eu achei muito complicada a questão de você ter que ir e voltar, eu acho que teria que ser mais prático,
porque eu confundi muito se eu deveria mexer na questão da matriz do modelo, ou seja, o original, ou nos
fragmentos e, além da original tem uma que é igual ao original, mas são só os fragmentos e na original você
não mexe nada, então eu acho que fica muito confuso pelo menos nas primeiras utilizações que deveria ser
um pouco mais prático, que não tenha tantas derivações que fica mais fácil o entendimento. Pra gente fica
fácil, porque temos um instrutor (Adriano), mas alguém que não tenha e que esteja caminhando sozinho que
veio do 1, do 2... eu não conseguiria.
Entrevistado: YAN
Duração: 02m:23s
1ª Pergunta – Qual foi a principal diferença entre o Learning Space 4 e o Learning Space 5?
A questão da implementação de condições no modelo.
2ª Pergunta – O que você achou mais fácil e mais difícil no Learning Space 5?
O entendimento de como implementar as funções é fácil de entender, mas na prática executar as condições
e as conseqüências das condições é meio complicado, mas eu entendi como faz, mas quando a gente vai
fazer por nossa conta própria, executar e colocar no modelo fica meio difícil é que confunde as vezes, mas no
geral não é muito complicado não.
3ª Pergunta – Você poderia dar um exemplo de uma situação/fenômeno condicional que poderia ser
feito utilizando o Learning Space 5?
O que a gente estava modelando sobre a erosão afetando na matriz energética. Eu acho também que
poderia fazer com outros fenômenos ecológicos, tipo desmatamento e vários outros processos da natureza
eu acho que cabe essa coisa da condição.
4ª Pergunta – Você tem alguma sugestão de melhora ou modificação no Learning Space 5?
Não, acho que ele está bem completo.
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Appendix H: Activity 12
Course plan Activity 12 – Algal Bloom LS6
C OURSE PLAN ID (EVALUATION ACTIVITY 12)
Topic:
General Objectives:
Water erosion
To develop conceptual modelling in DynaLearn software;
To develop students’ reasoning skills using DynaLearn;
To evaluate the interaction of the students with the software;
To get the opinion of the students about modelling in DynaLearn
Target population:
3 Secondary school students (Long term students)
Procedure
Duration:
Implementation plan and
schedule:
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)
(8) Interviews (30 min)
Teaching/Learning
organization:
Assessment:
Modelling exercises
Written exercises
(1) The models produced
(2) Exercises
(3) Interviews
(4) Questionnaires (Motivation and Modelling elements)
Resources
Dynalearn resources:
DynaLearn - Conceptual modelling;
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Learning materials:
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DynaLearn models and exercises.
MODELANDO EM LS6
BLOOM DE ALGAS
Objetivo: demonstrar como representar, em LS6, modelos desenvolvidos em LS4 e LS5.
Materiais: Três modelos:
Bloom de Algas LS4.hgp
Bloom de Algas LS5.hgp
Bloom de Algas LS6.hgp
Procedimento:
1 Estudar o modelo LS4 e implementar o modelo em LS5 incluindo conhecimento condicional;
2 Analisar o modelo LS4 e planejar a construção de LS6;
3 Construir, em LS6, um modelo semelhante aos modelos LS4 e LS5.
Modelo inicial: O Bloom de algas é um fenômeno em que o crescimento excessivo de algas azuis
(Cianobactérias) provoca um tipo de poluição da água pelo excesso de substâncias tóxicas (toxinas). O
aumento da concentração de toxinas pode, a partir de certo valor crítico, causar a mortalidade de peixes. O
modelo abaixo (em LS4) mostra essa situação.
Figura do modelo Bloom de Algas, em LS4
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Implementando o Bloom de algas no LS5
1.
Construir o “Expression. fragment”
Figura do Bloom de Algas LS5 expression fragment
2.
3.
Crie os fragmentos condicionais para 2 tipos de condições:
1) Se Toxinas tiver valor menor ou igual a crítico, então não relação de proporcionalidade entre
toxinas e Número de peixes e os peixes permanecem estáveis;
2) Se Toxinas tiver valor maior que crítico, então há relação de proporcionalidade negativa entre
toxinas e Número de peixes e os peixes decrescem.
Valores iniciais do ‘Fragmento Expressão’
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 “Toxinas acima de critico”
5.
Fragmento com pressuposto 2b:
Figura do Bloom de Algas LS5 com pressuposto “Toxinas igual ou abaixo de critico”
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6.
D7.3.1
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 número total de estados?
(d) Em qual ou quais estados há passagem de uma condição a outra?
Implementando o Bloom de algas no LS6
Seguindo a proposta comentada acima, o objetivo é 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 cenários, a partir dos quais se pode rodar simulações que exploram combinações de
partes ou a totalidade dos fragmentos presentes na biblioteca.
Planejando o modelo LS6:
1 – Representar os
processos, cada um em
um Fragmento de
Modelo
2 – Representar os
efeitos dos processos,
em outro Fragmento de
Modelo
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3 – Representar outros
efeitos dos processos,
em outro Fragmento de
Modelo
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Etapa 1: Criar uma árvore 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 Cenário CEN 01 Só algas.
Cenário CEN 01 Só algas
Etapa 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 número total de estados?
(d) Descreva o comportamento da variável Biomassa de algas em uma trajetória de estados.
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AGORA FAÇA VOCÊ MESMO:
Crie um cenário em que apenas a Taxa de natalidade influencia a Biomassa das algas. Qual é o
comportamento desta variável?
Etapa 7: Criar o fragmento de modelo FM04 Algas produzem toxinas.
FM04 Algas produzem toxinas
Etapa 8: Criar o Cenário CEN 02 Algas produzem toxinas.
Cenário CEN 02 Algas produzem toxinas
Etapa 9: 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 número total de estados?
(d) Descreva o comportamento das variáveis Biomassa de algas e Toxinas do lago em uma trajetória de
estados.
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Etapa 10: Criar o fragmento de modelo FM05 Toxinas igual ou abaixo de critico não afetam peixes.
FM05 Toxinas abaixo de critico não 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 cenário CEN 03 Toxinas acima de valor critico matam peixes.
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Cenário CEN 03 Toxinas acima de valor critico matam peixes
Etapa 13: 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 número total de estados?
(d) Descreva o comportamento da variável Biomassa de algas, Toxina no lago e número de Peixes em uma
trajetória de estados.
(e) A partir de que estado, nessa trajetória de comportamento, as toxinas começaram a matar os peixes?
AGORA FAÇA VOCÊ MESMO:
Crie um cenário alterando os valores das variáveis como segue:
Taxa de mortalidade > Taxa de natalidade
Biomassa = grande
Toxinas = grande
Peixes = pequena
Rode a simulação. O que acontece?
EXERCÍCIOS BÔNUS
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 última técnica é
conhecida por flushing. Essas possibilidades podem ser implementadas com poucos fragmentos de modelo
adicionais.
Na continuação destes exercícios, será criado um ‘agente’, o Gestor do Lago, que é representado no DF pela
CAESB. Esta vai interferir diretamente nas algas, revertendo a situação 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 Cenário CEN 04 CAESB usa algicidas para matar algas
Cenário CEN 04 CAESB usa algicidas para matar algas no Lago
Etapa 16: 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 número total de estados?
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(d) Descreva o comportamento da variável Biomassa de algas, Toxina no lago e número de Peixes em uma
trajetória de estados.
(e) A partir de que estado, nessa trajetória 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 Cenário CEN 05CAESB remove algas e reduz toxinas do Lago.
Cenário CEN 04 CAESB usa algicidas para matar algas
Etapa 19: 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 número total de estados?
(d) Descreva o comportamento da variável Biomassa de algas, Toxina no lago e número de Peixes em uma
trajetória de estados.
(e) A partir de que estado, nessa trajetória de comportamento, as toxinas deixaram de matar os peixes?
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ATIVIDADE DE AVALIAÇÃO 1
1.
2.
3.
Crie um novo modelo: “árvore e sombra seu nome LS6”
Crie as entidades: Árvore, Solo e Água
Crie as seguintes quantidades e espaços quantitativos:
Quantidade
4.
Espaço quantitativo
Área sombreada
Pequena, média, grande
Biomassa
Pequena, média, grande
Taxa de crescimento
Zero , positivo
Taxa de perda de massa
Zero , positivo
Temperatura
Quente, crítica, fria
Umidade
Pequena, média, grande
Crie os seguintes fragmentos de modelo:
Fm01 árvore tem biomassa
Fm02 processo de crescimento da biomassa
Fm03 processo de perda de biomassa
5.
Construa o cenário 1 apenas árvore crescendo
6.
Simule o cenário e responda as perguntas abaixo:
Pergunta
Quantos estados iniciais?
Quantos estados finais?
Qual o número total de estados?
7.
Crie os seguintes fragmentos de modelo
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Fm04 árvore produz sombra
8.
Construa o cenário 2 árvore crescendo e fazendo sombra
9.
Simule o cenário e responda as perguntas abaixo:
Pergunta
Resposta
Quantos estados iniciais?
Quantos estados finais?
Qual o número total de estados?
10. Crie os seguintes fragmentos de modelo:
Fm05 temperatura do solo depende da sombra
11. Construa o cenário 3 árvore crescendo e fazendo sombra e afetando a temperatura
12. Simule o cenário e responda as perguntas abaixo:
Pergunta
Quantos estados iniciais?
Quantos estados finais?
Qual o número total de estados?
13. Crie os seguintes fragmentos de modelo:
Fm06 abaixo da temperatura crítica umidade não é afetada
Fm07 acima da temperatura crítica umidade é afetada
14. Construa o cenário 4 árvore crescendo e afetando a umidade do solo
15. Simule o cenário e responda as perguntas abaixo:
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Resposta
Quantos estados iniciais?
Quantos estados finais?
Qual o número total de estados?
SALVE O SEU MODELO
ATIVIDADE DE AVALIAÇÃO 2 (Continuação da atividade 1)
1.
2.
3.
Salve o modelo “árvore e sombra seu nome LS6” como um novo modelo “árvore e sombra seu nome LS6
vs1”.
Crie o pressuposto da correspondência: sombra corresponde a árvore
Crie os seguintes fragmentos de modelo:
Fm08 assume tamanho da sombra corresponde a árvore
Adicione aqui o pressuposto criado
4.
Construa o cenário 5 árvore afetando a umidade do solo com pressuposto
5.
Simule o cenário e responda as perguntas abaixo:
Pergunta
Quantos estados iniciais?
Quantos estados finais?
Qual o número total de estados?
SALVE O SEU MODELO
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Exercício criado por Paulo Salles e Adriano Souza para DynaLearn em Novembro de 2011.
Interviews
1ª Pergunta – A respeito da atividade de hoje, o que vocês acharam comparado com as outras
atividades?
Bruno: A primeira vez há três encontros atrás foi bem difícil e hoje também, porque a gente criou o primeiro
mapa sozinho foi difícil, mas só no primeiro, eu creio que no próximo vai ter uma facilidade bem maior para
fazer. E é bom porque fica tudo fragmentado e se você tiver alguma dúvida em alguma área do assunto que
você esta estudando você busca no cenário, busca no fragmento que você fez. É muito bom o nível 6 e o
nível 5 também eu gostei muito.
Thayná: Eu acho que cada nível tem seu grau de dificuldade, mas a questão é prática se você 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 impossível trabalhar no nível 6, era muito complexo,
mas a gente vai trabalhando ao decorrer dos encontros vai percebendo que se a gente continuar
trabalhando com ele não 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 informação que tava muito difícil no começo.
Mas hoje a gente já trabalhou tanto o modelo e foi acrescentando coisas e trabalhando nessa linha evolutiva
e ficou mais fácil compreender aquilo que a gente não tinha conseguido entender lá no começo.
2ª Pergunta – Vocês sentiram mais possibilidades no LS6 do que nos outros níveis? O que vocês
acharam que conseguiram fazer no LS6 que vocês não conseguiriam fazer nos outros níveis?
Yan: A questão da reutilização dos conhecimentos que você usa um fragmento em vários cenários e também
a questão da herança, por exemplo, se você coloca determinada quantidade em uma entidade que está
superior hierarquicamente a outra, as outras vão está também e isso fica mais fácil de modelar e economiza
tempo.
Thayná: A gente consegue ver isolado cada setor que a gente tinha visto antes, os outros eles dão aquilo
tudo montado e a gente tem que determinar. O LS6 não, ele dá cada possibilidade, pois se for maior ou se for
menor ele vai dividindo o conhecimento e conseguimos ver cada área e setor do modelo.
Bruno: Pra mim foi a fragmentação que quanto mais você divide o que está estudando você sabe e mais
você aprofunda no assunto e mais você vai buscar informações, por exemplo, quando fui buscar informações
sobre os primatas eu vi espécies que nunca tinha visto no meu ensino médio todo.
Yan: Também da pra representar qualquer fenômeno de forma ampla e completa, porque em determinados
LS se você for colocando muitas quantidades e entidades ficam meio confusas e esse não, como é
fragmentado dá pra você entender melhor porque está conhecimento está fragmentado, aí no final você
sabe que tudo se relaciona.
3ª Pergunta – Vale a pena trabalhar com LS6?
Unânime: Sim.
4ª Pergunta – Como vocês avaliam essa possibilidade do LS6 trabalhar em fragmentos?
Bruno: Como a gente aprendeu aqui no decorrer das aulas que é necessário você aprender os outros níveis, o
4 e o 5, para você entrar no 6, agora se você entrar direto no 6 fica meio difícil, você que ter um mapa, você
tem que ter um rascunho antes de entrar no LS6.
Professor Paulo: Anteriormente, só havia o LS6, era um software chamado GARP, foi uma das causas que
reforçou a idéia de criar o DynaLearn e criar outros níveis menos complexos e organize as idéias para poder
chegar no LS6.
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Bruno: Agora em relação a esse projeto, em pessoas que não tiveram base e nem esses ensinamentos acho
que vai ser difícil porque nas escolas os professores não ensinam os conceitos de quantidades e entidades e
não levam uma reflexão maior sobre isso, então no primeiro contato que tivemos a gente teve uma
dificuldade de conhecer o “I” e o “P” diferenciar e a noção de feedback.
Professor Paulo: Vocês não conheciam a noção de feedback e não via isso na sala de aula?
Unânime: Não.
Bruno (continuação): Os métodos utilizados na escola são antigos e eu considero arcaico, de chegar ao
quadro e escrever e escrever ficando maçante, aquilo não leva a uma percepção de como é a realidade e nem
leva você a pensar a ter a sua opinião você só vai pegar a opinião do professor. Cada pessoa tem sua opinião
e se ele teve a opinião dele durante toda sua carreira e graduação ele vai passar aquilo e não dá espaço pra
gente. Esse programa vai dar sim, se for utilizado na escola ele daria, porque daria uma discussão se for feito
em grupo ou em dupla.
Yan: Porque cada um tem o seu modo de modelar e de ver tal fenômeno, seria até melhor um grupo de
pessoas discutindo determinado assunto e assim ficaria mais didático.
Bruno (continuação): Porque eu acho que em todas as reuniões que tivemos por aqui a gente discutiu qual o
melhor caminho a seguir no modelo e aí vemos um melhor caminho na visão dos três.
Thayná: eu acho que é muito complicado entrar numa escola hoje que é muito despreparada, pois os alunos
não receberiam o programa da forma que a gente recebeu, tem gente que não dá 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 não entenderam nada. Então eu acho que mais que
entender o programa e os alunos têm que está disposto a aprender, porque é um programa complexo,
porque a gente teve ajuda do Adriano em tudo. Para um aluno sem incentivo e para aprender a modelar só
com o programa é muito difícil. O que o professor passava que é o mapa conceitual e todo mundo tinha
dificuldades é o nível 1, então para um aluno chegar ao nível 6 ele teria um grande trabalho.
5ª Pergunta – Vocês sentem que quando vocês olham para o mundo, hoje em dia, vocês percebem o
mundo de forma diferente? Quando vocês olham para alguma coisa e vocês enxergam uma entidade,
um objeto, um “I” ou um “P”?
Bruno: Com certeza, esses conflitos que estão ocorrendo na África e na parte da Ásia você ver o “I” e o que tá
influenciando, o que dá o “P” como conseqüência do ato e a quantidade de problemas e o que eles vão
causar. Pra mim facilitou o meu entendimento de vários assuntos.
6ª Pergunta – Dá um exemplo de uma coisa que você entendeu pensando nos modelos?
Thayná: A gente tava estudando sobre cerrado, eu acho que foi uma das coisas que a gente mais para fazer
as simulações e no ENEM caiu uma questão similar ao que estávamos 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, já identifica logo o que deve ser entidade e o que deve
ser quantidade o que vai influenciar em tal ponto e uma idéia e as palavras principais.
Bruno: Com aquela atividade que fazíamos de ler o texto e identificar as entidades e quantidades, as vezes
quando eu to lendo um texto eu já identifico o que deve ser uma entidade e uma quantidade.
7ª Pergunta: E isso tudo ajuda vocês a entenderem os problemas?
Unânime: Sim, claro.
8ª Pergunta: Uma das coisas que são importantes nos modelos e foi repassado são as forças
antagônicas (uma força a favor e uma contra). Baseado nisso, vocês reconhecem nos textos e notícias
que vocês lêem essa força a favor e uma contrária? E, francamente, vocês atribuiriam ao trabalho
realizado um pouco dessa percepção?
Bruno: Na minha interpretação sim e o que vai levar ao decorrer dos acontecimentos são duas forças, sempre
uma vai prevalecer, porém em alguns casos também vão estar iguais e o que vai mandar é a força que está
maior que vai causar todo o decorrer do acontecimento, eu estou vendo assim depois do aprendizado.
Thayná: É bastante automático, as vezes a gente está lendo o texto e acho que o cérebro funciona dessa
forma, ele já vai automaticamente fazendo esse processo. Igual a situação retratada na prova do ENEM, a
gente se lembra de tudo o que foi visto, por mais que não queira fazer já virou automático. Então toda vez
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estudando você olha pra uma coisa você consegue distinguir o que é a favor e o que é contra, o que faz
aumentar e o que faz diminuir, o que faz ela ficar estável e não mudar. Então já virou um hábito que você ler
algo e já consegue discernir pra que lado vai aquele fenômeno ou acontecimento.
Yan: Eu acho que não existe exemplo melhor que as nossas discussões de volta para casa, pois sempre tem
um exemplo problemático que a gente vai discutindo.
9ª Pergunta: Vocês reconhecem os limites de onde os problemas ocorrem? Por exemplo, o
assoreamento aqui não tem nada a ver com os problemas que estão acontecendo no Iraque?
Tahyná: Eu acho mais complicado, porque a gente tem a tendência em aumentar tudo, porque de uma coisa
simples e tão pequena a gente consegue abrir o leque e ir tão longe. Ou então põe sempre uma dificuldade.
A gente sempre acha que um problema que está aqui é problema de tudo e que ele vai afetar tudo, então eu
acho que a maior barreira que a gente tem é limitar o conhecimento, pois a gente mistura muito os conceitos
e assuntos e pra saber separar os dois é um trabalho difícil.
10ª Pergunta: O que é um processo?
Thayná: É algo que está em ação.
Yan: Eu acho mais fácil identificar do que definir, como exemplo o crescimento, assoreamento,
desmatamento e erosão.
Bruno: O processo eu acho que tem inicio, meio e fim e não uma coisa fixa. E que é causado por um agente,
algo que vai iniciar e algo que vai sofrer a ação desse processo e que vai terminar.
11ª Pergunta: Quando vocês olham nos textos, vocês conseguem identificar os processos?
Unânime: Sim, eu acho mais fácil.
12ª Pergunta: E o feedback ? Quando é que você ver o feedback?
Bruno: É quando a ação do início teve uma conseqüência que está voltando na entidade inicial.
Yan: O agente que deu a primeira influência recebe de alguma maneira um retorno dessa influencia.
13ª Pergunta: Vocês não se lembram de terem visto essa noção de feedback no ensino médio?
Thayná: Não sei se a idéia, mas o termo não. A primeira vez que virmos o termo foi aqui no Dyna.
Professor Paulo: Mas a idéia de que alguma coisa que acontece aqui e volta e faz um efeito lá atrás de novo?
Bruno: Vi, em alguns conceitos de geografia, mas os professores não chamara atenção pra isso.
Professor Paulo: Os professores de biologia não falavam nas aulas de fisiologia?
Yan: Já, mas também em relação à atitude do homem influenciando a natureza.
Professor Paulo: A natureza trás uma conseqüência para a atividade do homem, mas a questão da fisiologia
do corpo humano. Ninguém nunca chamou atenção pra vocês?
Bruno: De falar assim, “ah isso aqui é um feedback” ninguém nunca disse não. Mas dar uma idéia
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
0,0
Low
0
0,0
Moderate
0
0,0
High
1
33,3
Very high
Comments
Make learning easier
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2
66,7
3
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To express concepts by DynaLearn it's 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
2.1 - Entities
Total
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
0
0,0
Very easy
2
66,7
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
1
33,3
Very easy
1
33,3
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
1
33,3
2.2- Entities and configurations (representations of modeled system
structure)
2.3- Quantities (variables)
Total
Total
Very easy
1
33,3
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
2
66,7
Easy
1
33,3
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
1
33,3
Moderate
0
0,0
Easy
2
66,7
2.4- Qualitative values
Total
2.5- Quantity space
Total
Very easy
2.6- Model fragments
Total
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0
0,0
3
100,0
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Very hard
0
0,0
Hard
0
0,0
Moderate
0
0,0
Easy
1
33,3
Very easy
2
66,7
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
1
33,3
Very easy
1
33,3
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
0
0,0
2.7- Processes
Total
2.8- Direct influences (I+ and I-)
Total
Very easy
2
66,7
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
0
0,0
Easy
2
66,7
Very easy
1
33,3
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
2
66,7
Easy
1
33,3
2.9- Qualitative proportionality (P+ and P-)
Total
2.10- Correspondences
Total
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
1
33,3
Moderate
1
33,3
Easy
1
33,3
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
0
0,0
2.11- Descriptive situation (qualitative states)
2.12- Scenarios
Total
Total
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Moderate
2
100,0
Easy
0
0,0
Very easy
0
0,0
2
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
1
33,3
2.13- Simulations
Total
Very easy
1
33,3
3
100,0
Yes
0
0,0
Maybe
2
66,7
No
1
3
33,3
100,0
Very hard
0
0,0
Hard
1
33,3
Moderate
0
0,0
Easy
1
33,3
Very easy
1
33,3
3
100,0
0
0,0
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
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 don't 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.
4.1 - Entities
Total
4.2- Entities and configurations (representations of structure of system
modeled)
Very hard
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Total
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Hard
1
Moderate
0
0,0
Easy
1
33,3
Very easy
1
33,3
3
100,0
4.3- Quantities (variables)
33,3
Total
Very hard
0
0,0
Hard
1
33,3
Moderate
0
0,0
Easy
2
66,7
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
2
66,7
Easy
1
33,3
Very easy
0
0,0
3
100,0
4.4- Qualitative values
Total
4.5- Quantity spaces
Total
Very hard
0
0,0
Hard
1
33,3
Moderate
2
66,7
Easy
0
0,0
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
3
100,0
Moderate
0
0,0
Easy
0
0,0
Very easy
0
0,0
3
100,0
4.6- Model Fragments
Total
4.7- Processess
Total
Very hard
0
0,0
Hard
1
33,3
Moderate
2
66,7
Easy
0
0,0
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
1
33,3
Moderate
1
33,3
4.8- Direct influences (I+ and I-)
Total
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Easy
1
Very easy
4.9- Qualitative proportionalities (P+ and P-)
33,3
0
0,0
3
100,0
Total
Very hard
0
0,0
Hard
1
33,3
Moderate
1
33,3
Easy
1
33,3
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
1
33,3
Easy
2
66,7
4.10- Correspondences
Total
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
2
66,7
Easy
1
33,3
Very easy
0
0,0
3
100,0
Very hard
1
33,3
Hard
1
33,3
Moderate
1
33,3
Easy
0
0,0
4.11- Descriptive situations (qualitative states)
4.12- Scenarios
Total
Total
Very easy
0
0,0
3
100,0
Very hard
0
0,0
Hard
0
0,0
Moderate
2
66,7
Easy
0
0,0
Very easy
1
33,3
3
100,0
4.13- Simulations
Total
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
0,0
Low
0
0,0
Moderate
0
0,0
High
2
66,7
Very high
1
33,3
3
100,0
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 isn't
motivation to learn.
Qualitative models make easier the organization and representation. Os
modelos qualitativos facilitam muito a organização e representação de
fenômenos, principalmente nas ciências exatas.
6- Other comments about the language used to build qualitative models
Nenhum, pois a forma que já está sendo utilizado está ótimo, caso haja
dúvida na linguagem, cabe a pessoa que queira construir os modelos buscar
estes significados ou um conhecimento prévio.
A linguagem é bastante simples, requer atenção e estudo, mas é algo
prazeroso e bastante útil para o dia-a-dia estudantil.
É uma linguagem de fácil apreendimento, basta prestar atenção e ter
vontade de aprender que a construção de modelos qualitativos torna-se
uma atividade muito útilno 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
0,0
Bad
0
0,0
Neutral
0
0,0
Good
0
0,0
Very good
3
100,0
Q2- Modelling with the software opened up new ways of thinking about natural
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Total
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systems
Totally disagree
0
0,0
Disagree
0
0,0
Neutral
0
0,0
Agree
0
0,0
Totally agree
Q3 -I found it easy to differentiate between proportionalities (Ps) and direct
influences (Is)
3
100,0
Total
Totally agree
0
0,0
Agree
2
66,7
Neutral
0
0,0
Disagree
1
33,3
Totally disagree
Q4 - The way the spaces describe the quantitative variables was not easily
understood qualitatively
0
0,0
Totally agree
0
0,0
Agree
0
0,0
Neutral
1
33,3
Disagree
2
66,7
Totally disagree
Q5 - I found it easy to identify and describe the entities and quantities of the
systems
0
0,0
Totally agree
1
33,3
Agree
1
33,3
Neutral
1
33,3
Disagree
0
0,0
Totally disagree
Q6 –Understand the way in which quantity spaces qualitatively describe variables
and the number of behaviors were easy
0
0,0
Totally agree
1
33,3
Agree
1
33,3
Neutral
1
33,3
Disagree
0
0,0
Totally disagree
0
0,0
Totally agree
0
0,0
Agree
1
33,3
Neutral
0
0,0
Disagree
1
33,3
Totally disagree
Q8 - The differentiation between direct influences (Is) and proportionality ( Ps) was
difficult
1
33,3
Totally agree
0
0,0
Agree
1
33,3
Neutral
1
33,3
Disagree
1
33,3
Q7 - The identification and description of the entities and quantities were hard
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Total
Total
Total
Total
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Totally disagree
Q9 - I did not understand systems behaviors through simulation of models
D7.3.1
0
0,0
Totally agree
0
0,0
Agree
0
0,0
Neutral
0
0,0
Disagree
1
33,3
Totally disagree
Q10 - What level of use in Dynalearn you consider that most contributed to your
understanding of concepts?
2
66,7
0
0,0
Total
Total
LS1 (Mapa Concitual)
LS2 (modelo causal básico)
0
0,0
LS3 (Modelo casual básico com o grafo de estados)
0
0,0
LS4 (modelo de diferenciação causal)
1
33,3
LS5 (modelo de conhecimento condicional)
1
33,3
LS6 (modelo genérico e reutilizável)
Q11 - Being able to simulate the models helped me to develop my understanding
of the potential behavior of the systems
1
33,3
Totally agree
2
66,7
Agree
1
33,3
Neutral
0
0,0
Disagree
0
0,0
Totally disagree
Q12 -Identify and extract the relevant and essential information of the text was
0
0,0
Very easy
1
33,3
Easy
1
33,3
Neutral
1
33,3
Difficult
0
0,0
Very difficult
0
0,0
Total
Total
Open questions
Student
s01
s02
s03
Q13 – What did you like?
Das possibilidades que são oferecidas de modelagem, além da interação existente entre a pessoa
que modela e o programa
Eu gostei do programa como um todo, a forma como fomos evoluindo dentro do programa,
debatendo possibilidades e simulando para atestar nossas hipóteses. A utilização de diversos
recursos como o grounding e o teachable agent. Das pessoas com quem trabalhamos e etc.
Gostei de poder simular diversas situações sobre diversos fenômenos e compreender de forma mais
completa determinados conceitos. E poder organizar os conceitos de forma fácil de entender.
Q14 - What did you dislike?
s01
s02
Os hamsters poderiam ser utilizados em todos os LS e na hora da criação de entidades e
quantidades. Deveria ter um banco de dados com as mais utilizadas para facilitar e agilizar a
modelagem.
-
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D7.3.1
Q15 – Any idea to improve the software?
s01
s02
s03
A mesma resposta da pergunta anterior.
O software é de grande ajuda, porém é bastante complexo para alguém que não conhece o
programa.
Revisá-lo para retirar os bugs.
Q16 – Other comments?
s01
s02
s03
Gostei muito de ter conhecido, participado e contribuído para esse projeto.
Adorei trabalhar com o software e com o Adriano que foi de grande ajuda para compreensão do
programa e dos assuntos.
Gostaria de elogiar o projeto, pois o DynaLearn é uma ótima alternativa para o estudo dos
fenômenos e possibilita um conhecimento amplo e completo, e permite conclusões mais precisas
sobre o comportamento de vários sistemas.
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Appendix I: Activity 13
Course plan Activity 13 – Water cycle LS4 with deaf students (System thinking)
COURSE PLAN ID (EVALUATION ACTIVITY 13)
Topic: Water cycle
General Objectives: To develop conceptual modelling in DynaLearn software;
To develop students’ reasoning skills using DynaLearn;
To evaluate the interaction of the students with the software;
Target population: 27 Secondary school students (Deaf students)
Procedure
Duration: 6 hours (2 meetings of 3 hours)
Implementation plan (1) Pre-test (30 min)
and schedule:
(2) Creating models of basic patterns (180 min)
(3) Answering the exercises (120 min)
(4) Post-test (30 min)
Teaching/Learning Modelling exercises
organization:
Written exercises
Assessment: (1) Pre and post-tests
(2) The models produced
(3) Exercises;
Resources
Dynalearn resources: DynaLearn - Conceptual modelling;
Learning materials: DynaLearn models and exercises.
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Pre-test
Projeto DynaLearn
Atividades em 09 de novembro de 2011
Teste 1
Nome: _________________________________________________________________
Nos exercícios a seguir, analise os gráficos e responda FALSO ou VERDADEIRO para as relações
entre os processos que explicam os resultados dos gráficos.
(1)
Água
no Lago
No período de tempo mostrado na figura,
Taxa de precipitação > Taxa de evaporação
e a quantidade de Água no Lago aumenta
(
) FALSO
(
) VERDADEIRO
Tempo
(2)
Água
no Lago
No período de tempo T1,
Taxa de precipitação < Taxa de evaporação
e a quantidade de Água no Lago diminui;
No período de tempo T2,
Taxa de precipitação = Taxa de evaporação
(
T1
T2
Tempo
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) FALSO
(
) VERDADEIRO
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(3)
No período de tempo T1,
Taxa de precipitação < Taxa de evaporação
e a quantidade de Água no Lago diminui;
No período de tempo T2,
Taxa de precipitação = Taxa de evaporação
No período de tempo T3,
Taxa de precipitação > Taxa de evaporação
Água
no lago
T1
D7.3.1
T2
T3
Tempo
(
) FALSO
(
) VERDADEIRO
(4)
Água no
subsolo
No intervalo T2,
Taxa de precipitação < Taxa de evaporação
?
(
T1
T2
T3
) FALSO
(
) VERDADEIRO
Tempo
(5)
Desenhe o gráfico correspondente à situação de um Lago em que
Taxa de precipitação = Taxa de evaporação
Água
no Lago
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Tempo
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(6)
Desenhe o gráfico correspondente à situação de um Lago em que
no período T1, Taxa de precipitação < Taxa de evaporação
e no período T2, Taxa de precipitação > Taxa de evaporação
Água
no Lago
T1
T2
Tempo
(7)
Desenhe um gráfico que mostre a situação da quantidade de água em um Lago no cerrado,
explicando o desenho com base nas relações entre PRECIPITAÇÃO e EVAPORAÇÃO:
Água
no Lago
Chuva
Seca
Tempo
Preencha as lacunas da frase abaixo, explicando o gráfico que você desenhou. Use as palavras
MAIOR QUE; MENOR QUE ; IGUAL A
(a) No período das chuvas, a Taxa de precipitação é __________________________ a Taxa de
Evaporação.
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D7.3.1
(b) No período da seca, a Taxa de precipitação é __________________________ a Taxa de
Evaporação.
Nas questões 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 água do bebedouro _____________________________.
(9)
Ontem, caiu uma tempestade muito forte.
Uma parte da água ______________________________ no solo,
mas outra parte da água ______________________________ , por isso o Lago transbordou.
(10 a) Faça uma frase com as palavras a seguir:
ANO PASSADO
SOL
EVAPORAÇÃO
RESERVATÓRIO
FALTOU ÁGUA
(10 b) Faça uma frase com as palavras a seguir:
PERÍODO DE CHUVA
PLANTAR
SOLO
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Post-test
Projeto DynaLearn
Atividades em 09 de novembro de 2011
Pós-Teste
Nome: _________________________________________________________________
Nos exercícios a seguir, analise os gráficos e responda FALSO ou VERDADEIRO para as relações
entre os processos que explicam os resultados dos gráficos.
(1)
No período de tempo mostrado na figura,
Água
no subsolo
Taxa de infiltração > Taxa de evaporação
e a quantidade de Água no subsolo diminuiu
(
) FALSO
(
) VERDADEIRO
Tempo
(2)
No período de tempo T1,
Água no
solo
Taxa de precipitação > Taxa de evaporação
e a quantidade de Água no solo diminui;
No período de tempo T2,
Taxa de precipitação = Taxa de evaporação
(
T1
T2
) FALSO
Tempo
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(
) VERDADEIRO
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(3)
No período de tempo T1,
Água no
subsolo
Taxa de infiltração < Taxa de evaporação
e a quantidade de Água no subsolo diminui;
No período de tempo T2,
Taxa de infiltração = Taxa de evaporação
No período de tempo T3,
Taxa de infiltração > Taxa de evaporação
T1
T2
T3
Tempo
(4)
(
) FALSO
(
) VERDADEIRO
No intervalo T1,
Taxa de infiltração > Taxa de evaporação
Água no
subsolo
No intervalo T2,
Taxa de infiltração = Taxa de evaporação
No intervalo T3,
?
T1
T2
Taxa de infiltração > Taxa de evaporação
T3
(
) FALSO
(
) VERDADEIRO
Tempo
(5) Desenhe o gráfico correspondente à situação de um Lago em que
Taxa de precipitação > Taxa de evaporação
Água
no Lago
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Tempo
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(6) Desenhe o gráfico correspondente à situação de um Lago em que
no período T1, Taxa de precipitação > Taxa de evaporação
e no período T2, Taxa de precipitação < Taxa de evaporação
Água
no Lago
T1
T2
Tempo
(7) Desenhe um gráfico que mostre a situação da quantidade de água em um Lago no cerrado,
explicando o desenho com base nas relações entre PRECIPITAÇÃO e EVAPORAÇÃO:
Água
no Lago
Seca
Chuva
Tempo
Preencha as lacunas da frase abaixo, explicando o gráfico que você desenhou. Use as palavras
MAIOR QUE; MENOR QUE ; IGUAL A
(a) No período da seca, a Taxa de Evaporação é __________________________ a Taxa de
Precipitação.
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(b) No período das chuvas, a Taxa de Precipitação é __________________________ a Taxa de
Evaporação.
Nas questões seguintes, preencha as lacunas utilizando as palavras
PRECIPITAÇÃO
EVAPORAÇÃO
INFILTRAÇÃO
ESCOAMENTO
(8)
Ontem à tarde, depois da chuva, vimos muitas poças de água no chão.
Isso aconteceu porque a ______________________ era maior que a ____________________.
(9)
Minha mãe colocou água no vaso de plantas. A água sumiu, mas depois vazou por baixo do vaso.
Isso aconteceu porque houve __________________________________ da água na terra do vaso.
(10 a) Faça uma frase com as palavras a seguir:
SERTÃO DO NORDESTE
PRECIPITAÇÃO
RESERVATÓRIO
CAMINHÃO-PIPA
(10 b) Faça uma frase com as palavras a seguir:
MEIO DIA
PLANTAÇÃO
IRRIGAÇÃO
EVAPORAÇÃO
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Appendix J: Activity 14
Course plan Activity 14 – Water cycle LS4 Hearing Students (System thinking)
C OURSE PLAN ID (EVALUATION ACTIVITY 14)
Topic:
General Objectives:
Water cycle
To develop conceptual modelling in DynaLearn software;
To develop students’ reasoning skills using DynaLearn;
To evaluate the interaction of the students with the software;
Target population:
27 Secondary school students
Procedure
Duration:
Implementation plan and
schedule:
3 hours (1 meeting of 3 hours)
(1) Pre-test (20 min)
(2) Creating models of basic patterns (90 min)
(3) Answering the exercises (50 min)
(4) Post-test (20 min)
Teaching/Learning
organization:
Assessment:
Modelling exercises
Written exercises
(1) Pre and post-tests
(2) The models produced
(3) Exercises;
Resources
Dynalearn resources:
Learning materials:
DynaLearn - Conceptual modelling;
DynaLearn models and exercises.
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Appendix K: Activity 15
Course plan Activity 15 – TA - Environmentalists vs woodcutters (Deaf Students)
Topic:
General Objectives:
Target population:
Duration:
Implementation plan and
schedule:
Teaching/Learning
organization:
Assessment:
Dynalearn resources:
Learning materials:
C OURSE PLAN ID (EVALUATION ACTIVITY 15)
The debate of Environmentalists vs woodcutters
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.
Secondary school students (Deaf students)
Procedure
6 hours (2 meetings of 3 hours)
(1) Pre-test (20 min)
(2) Text for support “Environmentalists versus woodcutters” (60 min)
(3) 1º 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: “Floresta anfibios”
First the students will build a model in LS2 about a the text
environmentalists vs woodcutters using Teachable Agent mode.
(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 - Conceptual modelling and Teachable Agent workspace;
“Floresta e anfíbio” model;
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 exercícios a seguir, assinale V para as frases verdadeiras e F para as frases falsas:
1. (
) A empresa madeireira quer salvar os anfíbios.
2. (
) O grupo de proteção à natureza quer salvar os anfíbios.
3. (
) Se a empresa madeireira parar de retirar madeira, aumentam as doenças nas plantas.
4. (
) Se aumentarem as árvores preservadas, diminuem as doenças nas plantas.
5. (
) Se aumentar a quantidade de madeira retirada, aumentam os impostos coletados pela
sociedade.
Responda às seguintes questões.
6 - Explique como o grupo de defesa da natureza pretende aumentar a oferta de empregos.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
7 - Cite quais são os benefícios para a sociedade obtidos com a retirada da madeira da floresta.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
8 - Você concorda ou não concorda com os grupos de defesa da natureza? Por que?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
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Post-test
Projeto DynaLearn
Atividades em 24 de novembro de 2011
Teste 2
Nome: _________________________________________________________________
Idade: _________. Sexo: ( ) Masculino ( ) Feminino
Nos exercícios a seguir, assinale V para as frases verdadeiras e F para as frases falsas:
1. (
) A empresa madeireira quer destruir as lagoas onde vivem os anfíbios.
2. (
) O grupo de proteção à natureza quer aumentar a exploração da madeira.
3. (
) Os anfíbios vivem nas árvores.
4. (
) Se aumentar a quantidade de árvores preservadas, aumentam os produtos florestais.
5. (
) Se aumentar a quantidade de madeira retirada, aumentam os empregos na
exploração da madeira.
Responda às seguintes questões.
6 - Explique como os madeireiros pretendem aumentar a oferta de empregos.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
7 - Cite quais são os benefícios para a sociedade obtidos com a preservação das árvores da floresta.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
8 - Você concorda ou não concorda com os diretores da empresa madeireira? Por que?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________
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Appendix L: Activity 16
Course plan Activity 16 – Environmentalists vs lumber dealers Hearing Students
Topic:
General Objectives:
Target population:
Duration:
Implementation plan and
schedule:
Teaching/Learning
organization:
Assessment:
Dynalearn resources:
Learning materials:
C OURSE PLAN ID (EVALUATION ACTIVITY 16)
The debate of Environmentalists vs woodcutters
To evaluate the interaction of the students with the software;
To evaluate the motivational aspects of the software use in learning
environmental science themes;
Secondary school students
Procedure
3 hours (1 meeting of 3 hours)
(1) Pre-test (20 min)
(2) Text for support “Environmentalists versus woodcutters” (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: “Forest and amphibians”
(3) The students will build a model in LS2 about a the text on the debate
environmentalists vs woodcutters
(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 - Conceptual modelling workbench
Motivation texts; DynaLearn “ Forest and amphibians” model
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DynaLearn
Project No. 231526
D7.3.1
Pre-test – Teachable Agent
NOME: ____________________________________________________
Data: ____/ ____/ 2011
Idade: _____
Sexo: F ( ) M ( )
Grupos ambientalistas em um estado com grande quantidade de florestas querem restringir o corte de
árvores em algumas áreas para salvar o hábitat de uma espécie de anfíbio ameaçada. Esses grupos
argumentam que, além de constituírem parte importante da biodiversidade natural e reservatórios de genes
com grande potencial para exploração econômica, os anfíbios são os maiores predadores de insetos e, dessa
forma, contribuem para controlar vetores de doenças e pragas agrícolas. Os dirigentes de uma madeireira
alegam que o bem-estar de um anfíbio não é tão importante quanto o bem-estar de muitas famílias que
seriam afetadas se a restrição obrigasse a empresa a demitir centenas de funcionários e diminuísse os
pagamentos de impostos e taxas, que acabam revertendo em benefício da coletividade.
Desenhe um diagrama expressando as ideias dos ambientalistas e outro, expressando o ponto de
vista dos empresários.
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
árvores em algumas áreas para salvar o hábitat de uma espécie de anfíbio ameaçada. Esses grupos
argumentam que, além de constituírem parte importante da biodiversidade natural e reservatórios de genes
com grande potencial para exploração econômica, os anfíbios são os maiores predadores de insetos e, dessa
forma, contribuem para controlar vetores de doenças e pragas agrícolas. Os dirigentes de uma madeireira
alegam que o bem-estar de um anfíbio não é tão importante quanto o bem-estar de muitas famílias que
seriam afetadas se a restrição obrigasse a empresa a demitir centenas de funcionários e diminuísse os
pagamentos de impostos e taxas, que acabam revertendo em benefício da coletividade.
Desenhe um diagrama expressando as ideias dos ambientalistas e outro, expressando o ponto de vista
dos empresários.
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DynaLearn
Project No. 231526
D7.3.1
Appendix M: Activity 17
Course plan Activity 17 – TA Environmentalists vs lumber dealers Hearing Students
Topic:
General Objectives:
Target population:
Duration:
Implementation plan and
schedule:
Teaching/Learning
organization:
Assessment:
Dynalearn resources:
Learning materials:
C OURSE PLAN ID (EVALUATION ACTIVITY 17)
The debate of Environmentalists vs woodcutters
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.
Secondary school students from CEM01
Procedure
3 hours (1 meeting of 3 hours)
(1) Pre-test (20 min)
(2) Text for support “Environmentalists versus woodcutters” (30 min)
(3) 1º Model building LS2 - Model version 1 (30 min)
(4) Quiz master and Model version 2, 3 etc (100 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: “Floresta anfibios”
First the students will build a model in LS2 about a the text
environmentalists vs woodcutters using Teachable Agent mode.
(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 - Conceptual modelling and Teachable Agent workspace;
“Floresta e anfíbio” model;
Motivation texts; DynaLearn models.
Page 156 / 160
DynaLearn
Project No. 231526
D7.3.1
Pre-test – Teachable Agent
NOME: ____________________________________________________
Data: ____/ ____/ 2011
Idade: _____
Sexo: F ( ) M ( )
Grupos ambientalistas em um estado com grande quantidade de florestas querem restringir o corte de
árvores em algumas áreas para salvar o hábitat de uma espécie de anfíbio ameaçada. Esses grupos
argumentam que, além de constituírem parte importante da biodiversidade natural e reservatórios de genes
com grande potencial para exploração econômica, os anfíbios são os maiores predadores de insetos e, dessa
forma, contribuem para controlar vetores de doenças e pragas agrícolas. Os dirigentes de uma madeireira
alegam que o bem-estar de um anfíbio não é tão importante quanto o bem-estar de muitas famílias que
seriam afetadas se a restrição obrigasse a empresa a demitir centenas de funcionários e diminuísse os
pagamentos de impostos e taxas, que acabam revertendo em benefício da coletividade.
Desenhe um diagrama expressando as ideias dos ambientalistas e outro, expressando o ponto de
vista dos empresários.
Post test Teachable Agent
NOME: ____________________________________________________
Data: ____/ ____/ 2011
Idade: _____
Sexo: F ( ) M ( )
Grupos ambientalistas em um estado com grande quantidade de florestas querem restringir o corte de
árvores em algumas áreas para salvar o hábitat de uma espécie de anfíbio ameaçada. Esses grupos
argumentam que, além de constituírem parte importante da biodiversidade natural e reservatórios de genes
com grande potencial para exploração econômica, os anfíbios são os maiores predadores de insetos e, dessa
forma, contribuem para controlar vetores de doenças e pragas agrícolas. Os dirigentes de uma madeireira
alegam que o bem-estar de um anfíbio não é tão importante quanto o bem-estar de muitas famílias que
seriam afetadas se a restrição obrigasse a empresa a demitir centenas de funcionários e diminuísse os
pagamentos de impostos e taxas, que acabam revertendo em benefício da coletividade.
Desenhe um diagrama expressando as ideias dos ambientalistas e outro, expressando o ponto de vista
dos empresários.
Page 157 / 160