By Topic

The Biology Sleuth: evaluation of an interactive learning environment

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
Denning, R. ; Center for Cognitive Sci., Ohio State Univ., Columbus, OH, USA ; Smith, P.J.

The Biology Sleuth is an interactive learning environment developed to study the use of computers to teach both health science content and diagnosis to secondary students. Its design centers around the following four explicitly identified teaching goals: to help students to learn how to form hypotheses to explain patterns of data; to teach students to recognize that several alternative hypotheses may explain the same pattern of data; to teach students that further testing may allow refinement of a set of hypotheses; to help students learn how to identify pieces of data which may be more diagnostic than others, and to learn that this diagnosticity depends on the set of alternative hypotheses being considered. The goal of this project has been two-fold. First, a specific system design has been developed to teach in this context. Second, this context has been used to empirically study the effectiveness of the underlying design concepts to support learning. In particular, an initial formative evaluation was performed in order to gain insights about the effectiveness of this software

Published in:

Systems, Man, and Cybernetics, 1994. Humans, Information and Technology., 1994 IEEE International Conference on  (Volume:1 )

Date of Conference:

2-5 Oct 1994