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{
    "pk": 28951,
    "title": "Learning by doing: Supporting experimentation in inquiry-based modeling",
    "subtitle": null,
    "abstract": "Inquiry-based modeling plays an important role in science; Science makes progress through formulating and evaluatingquestions, hypothesis, and arguments. The inquiry-based modeling approach also enhances learning about science. How-ever, engaging in modeling requires domain knowledge as well as quantitative skills. The Virtual Ecological ResearchAssistant (VERA) is an interactive learning environment that supports inquiry-based modeling for citizen and studentscientists. VERA provides a visual language for conceptual modeling in the domain of ecology and an AI compiler forautomatic generation of agent-based simulations in the process of constructing, evaluating, and revising the models. Weconducted a pilot study with college-level biology students (N=15) using VERA for modeling ecological phenomena. The2-hour pre- and post-test study demonstrates gains in the learning of ecological content knowledge. We also found that theuse of the Encyclopedia of Life as a source of domain knowledge helped students create more complex models.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Poster Presentations with Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/67t4g7fj",
    "frozenauthors": [
        {
            "first_name": "Sungeun",
            "middle_name": "",
            "last_name": "An",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        },
        {
            "first_name": "Robert",
            "middle_name": "",
            "last_name": "Bates",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        },
        {
            "first_name": "Jennifer",
            "middle_name": "",
            "last_name": "Hammock",
            "name_suffix": "",
            "institution": "Smithsonian Institution",
            "department": ""
        },
        {
            "first_name": "Spencer",
            "middle_name": "",
            "last_name": "Rugaber",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        },
        {
            "first_name": "Emily",
            "middle_name": "",
            "last_name": "Weigel",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        },
        {
            "first_name": "Ashok",
            "middle_name": "",
            "last_name": "Goel",
            "name_suffix": "",
            "institution": "Georgia Institute of Technology",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28951/galley/18822/download/"
        }
    ]
}