Science IDEAS Visual Collection: Figures Illustrating Different Facets of the Model
A variety of publications and paper presentations have included different visual representations of the Science IDEAS model along with other perspectives and effects. Although most appear in references accessible through this web site, the collection here allows researchers and practitioners to access them from the same place in a “browser-friendly” manner.
The collection is composed of the following visuals:
Knowledge-Based Instruction (KBI) [3 pages]. Graphic showing the design of knowledge-based intelligent tutoring systems developed in the 1980’s using artificial intelligence/computer science methodology. Also included is a companion graphic illustrating the architecture of non-knowledge-based style of process-oriented instruction typically used in elementary schools.
Science IDEAS “Web” [1 page]. An early Science IDEAS graphic used to show that the different types of activities (i.e., elements) used in specific multi-day science lessons all focused on the same concepts or groups of concepts.
Science IDEAS “Architecture” [3 pages]. An early Science IDEAS graphic illustrating how multi-day science lessons were planned as sequences of different types of activities (i.e., elements) and how the sequences of lessons could be structured to adapt differentially to student learning capabilities (e.g., for students strong in reading with good prior knowledge, early activities could include more reading activities, for students weak in reading, early activities would emphasize hands-on activities and reading activities would be emphasized later in the lesson sequence.)
Science IDEAS Knowledge-Based “Evaporation Map” [1 page]. Initially, the knowledge-based instructional architecture of the Science IDEAS model was implicit. That is, it was implied by insuring that all activities (i.e., elements) focused on the concept or group of concepts to be taught (see Science IDEAS “Web” and “Architecture” graphics above). However, the joining together of the initial Science IDEAS “architecture” with the propositional concept mapping of concepts to be taught resulted in a much explicit form of knowledge-based instruction. By representing the curricular content to be taught in a propositional concept map, the resulting curricular framework to be addressed through instruction was necessarily “coherent”. Then, the subsequent “mapping” and “sequencing” of different types of Science IDEAS activities onto the propositional concept map then implies that the resulting science instruction experienced by student learners is more “optimally” meaningful.