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Creators/Authors contains: "Haddadin, Sima"

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  1. ; ; ; ; (, IEEE)
    Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 
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