Table 2 Comparison of students’ activities with the two different environments as relevant to the three phases of inquiry
From: “Virtual Inquiry”: Teaching Molecular Aspects of Evolutionary Biology Through Computer-Based Inquiry
Inquiry phases and steps | Inquiry supports | |
|---|---|---|
With the GSLC VRL | With the MyDNA VRL | |
Search phase | ||
Ask research questions | None predetermined but confirmatory question to focus on process can be added | User determined questions can focus on the effects of voltage or concentration |
Select variables | No variable selection possible | User determined selection of variables via point and click |
Design experiments | No experimentation via designing tests is possible | Experimental design to investigate different variables. Click of button automation eases cognitive load |
Evaluation phase | ||
Determine data analysis methods | Measurement method given—compare predetermined end-product (fragment distribution) to molecular ruler | User chooses method of measurement |
Measure data outcome/examine properties of data | User determines length of each fragment based on molecular ruler (ladder DNA) | User chooses to examine either distance traveled or end-product distribution—based on method selected above |
Interpret variable effects on data outcome | No variable effect can be documented | Evaluate the effect (or lack of effect) of user-selected variables based on data |
Reasoning phase | ||
Infer the mechanism of the effects of focal variables | Predetermined data provides visual support to conceptualize the fragment travel | Effect of user-selected variables is determined based on data outcome by users |
Nature of reasoning | Practical reasoning focuses on “proof-of-concept” or confirmation | Scientific reasoning about variable effects on user selected dependent variable |
Inform new goals for learning | Continued reasoning is possible about mechanisms of fragment distribution | Continued reasoning is possible about mechanisms of fragment distribution or distance traveled |