Abstracts - Earli

egulative support. Five main clusters of students that have to be provided with different supporthave been found. These results are important in highlighting the computer-supported inquiryprocess. Moreover, they are also applicable for developing science curricula and other learningmaterials for learning science. The validated questionnaire of transformative inquiry skills isusable in analogous research projects.Enacting things differently: Using NetLogo models to learn about complex systemsCindy Hmelo-Silver, Rutgers University, USALei Liu, Rutgers University, USAHeather Finkelstein, Rutgers University, USARussell Schwartz, Rutgers University, USAThe RepTools project seeks to embed conceptual representations in curriculum and computersimulations to promote inquiry-based learning and deep science understanding. We focus students’inquiry on structure-behavior-function relationships to help them make connections amongdifferent levels of complex systems, such as the relation between form and function. Students usedvarious artifacts, such as hypermedia materials, physical models, and NetLogo computer models,to construct an understanding of aquarium ecosystems. We conducted our studies in two differentclassroom settings. Both settings had a physical aquarium in the classroom and test kits to studythe aquarium environment. The students had access to a function-oriented hypermedia forbackground information and reference prior to engaging in computer-supported inquiry. TheNetLogo simulations presented two models of aquaria at different scales. The Fishspawnsimulation was at a macro level that allowed learners to examine the conditions under which fishwill reproduce and survive. The Nitrogencycle simulation was at a micro level that allowedstudents to examine the bacterial–chemical interactions that are critical for maintaining good waterquality. Pre- and post-tests were conducted to assess learning outcomes. The student interactionswere videotaped to examine the learning processes. The learning outcomes showed significant pretestto post-test gains in both classrooms. However, the enactments were extraordinarily differentbecause of the different teaching styles and different levels of comfort with inquiry. One teacherset this up as a project-based classroom, with a driving question- how to strike a balance in aaquatic ecosystem - to guide the unit, whereas the other focused on having students understand thefood web in the aquarium. The first teacher ran a very student-centered classroom and the otherwas teacher-centered. We present a contrasting case analysis to examine how the teacher’sinteraction style and inquiry orientation influenced the kinds of interactions that occurred.The potential of a digital learning game in supporting inquiry learning about swamp ecosystemsTiina Nevanpaa, University of Jyväskylä, FinlandThis study examines the role of interactive learning game in supporting the knowledgeconstruction concerning swamp ecology. Recognition and understanding of different ecosystems isintegral part of science education. However, pupils’ knowledge of ecosystems and ecologicalprinciples are often lacking or inaccurate. Furthermore, pupils’ pre-instructional conceptions arepersistent and difficult to elaborate with the help of traditional instruction. Gaming is acommonplace activity of young people. Game play and interactivity is found to be interesting andmotivating also in educational purposes. Possibility to study and investigate scientific phenomenain situations that models the environment gives the pupils opportunities to elaborate theirconceptions for scientific phenomena. In this study two age group of students, aged 15 (n=50) to20 (n=50), used a digital learning game for studying principles of swamp ecosystem. The learninggame is developed at the University of Jyväskylä, Agora Game Laboratory and is called "Swamp– 250 –