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How do I get there… straight, oscillate or inch? High-school students' exploration patterns of Connected Chemistry models

Connected Chemistry (Levy, Novak & Wilensky, 2005; 2006) is a curriculum package, designed for high-school students, as part of the Modeling Across the Curriculum (MAC) project (Gobert, Horwitz et al, 2003), in which students explore computer models of scientific phenomena. The Connected Chemistry curriculum focuses on topics in chemistry and employs multi-agent NetLogo models (Wilensky, 1999a) embedded in a supporting script to enable students in self-directed inquiry: manipulating and observing interactions between objects at the molecular level in order to gain insight into emergent patterns and macroscopic phenomena. Chapter 1 of connected chemistry focuses on the topic of gases: the microscopic particle behaviors in terms of Kinetic Molecular Theory; the macroscopic patterns, described by the Gas Laws; the relationship between these two description levels; and, the dynamics of change in the system. The multi-agent NetLogo models are embedded within a Pedagogica TM (Horwitz & Burke, 2002) script. This integration of NetLogo and Pedagogica targets several goals, serving curriculum designers, students, as well as researchers. In authoring scripted activities, curriculum designers can combine the best of two worlds: the powerful modeling and exploration tools in NetLogo, and the interactive structured dialogue between the student and the embedding script via Pedagogica. In terms of assessment and research, Pedagogica enables the logging of students' actions within this learning environment. These include students' actions with the models, and their textual responses while predicting, observing, analyzing and reflecting upon the issues raised in the curriculum. This logging provides a rich set of data, which is mined, parsed and converted into research-able behaviors relating into the students' model manipulation, concurrent and overall learning.