Abstracts - Earli

critically read authentic problems, carry out laboratory experiments, process data collected bysensors, and interpret the resulting displayed graphs and/or molecular models. This learningenvironment aims to foster students’ higher order thinking skills. Throughout the course, thestudents compiled portfolios that were continuously assessed. Upon completing the unit, groups of2-3 students carried out an independent inquiry (PBS-type) project, in which they raised an inquiryquestion in chemistry, formulated a hypothesis, designed and conducted a sensor-basedexperiment, analyzed results, and drew conclusions relating to their hypothesis. The goal of ourresearch was to investigate students’ question posing, inquiry, graphing, and modeling skills. Theresearch population consisted of about 600 12th grade honors-level chemistry students. Researchtools included pre and post case-based tests and students’ reflections. The CCL students’ learningoutcomes were compared to those of about 100 12th grade honors-level chemistry students whostudied in non-computerized learning environments. We found significant improvement instudents’ performance in all the thinking skills in the posttest compared with the pretest, withhigher and significant net gains of the experimental students vs. their control peers. We also foundthat graphic and modeling representations contributed to chemical understanding of the CCLstudents by giving explanations at an increased subset of the four levels: symbol, macroscopic,microscopic and process. Our research findings emphasize the contribution of a computersupportedinquiry-based learning environment to closing the gap between data gathered inchemical experiments and chemistry understanding.E 229 August 2007 14:30 - 16:30Room: -1.62SIG Invited SymposiumGetting involved: Moral and democratic educationChair: Wiel Veugelers, University of Amsterdam, NetherlandsOrganiser: Wiel Veugelers, University of Amsterdam, NetherlandsOrganiser: Fritz Oser, University of Fribourg, SwitzerlandDiscussant: Fritz Oser, University of Fribourg, SwitzerlandMany countries are strengthening their citizenship education. In citizenship development humandevelopment has to balance between a national orientation and a more global cosmopolitainorientation. In educational policy and in educational practice people are struggling to realize a kindof citizenship education that helps youngsters to participate in a global world. In citizenshipeducation students are supported in their identity development. The affective processes areimportant. It’s not only about learning knowledge or skills, but about getting involved in social,moral and political practices. Teachers guide and counsel students in a socio-constructive way inthis development. In this invited symposium 5 research projects from different part of the Westernworld will be presented.Intercultural awareness among students in German-Italian schoolsVera Husfeld, University of Applied Science, Northwest Switzerla, SwitzerlandApart from learning a second language one of the most important aims of bilingual schools is thedevelopment of intercultural competence. Cultural awareness, e.g. openness towards other– 252 –