Figure 4 Diagram of erosion found as a scroll in Taiga.
Related Figures (5)
Fig. 1. Framework for supporting socio-scientific inquiry. Focusing on these core components, the first challenge was to develop a narrative that would be compelling to students and whose solution required using scientific inquiry to use scientific resources (graphs, diagrams, models, concepts etc.) in the ser- vice of identifying underlying cause(s) of the core problem introduced by the narrative. Narrative entails a setting through which characters engage in a The underlying narrative then gets further fle- shed out in greater detail as students navigate the virtual environment and click on non-player charac- ters who share their diverse perspectives. The virtual world included two rivers (one starting in the Northeast and the other in the Northwest) that ran together in the center of the park (Figure 2 is a Fig. 2. Screenshot from the Taiga Virtual Environment. Fig. 3. A 2D map of the Virtual Taiga National Park. Fig. 5. A revised framework for socio-scientific inquiry. Appendix A. Embedded assessment reasoning patterns
