Abstract
Exploratory Learning Environments (ELEs) are open-ended software in which students build scientific models and examine properties of the models [1,4]. Such software are generally used in classes too large for teachers to monitor all students and provide assistance when needed, and are becoming increasingly prevalent in developing countries where access to teachers and other educational resources is limited [6]. Thus, there is a need to develop tools of support for teachers’ understanding of students’ activities. Such tools can provide support for teachers and education researchers in analyzing and assessing students’ use of ELEs.
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