ABSTRACT
The project “An Inquiry-Based Simulation Learning Environment for the Ecology of Forest Growth” consisted of three main stages of approximately one year each: software development, curriculum development, and classroom implementation. We evaluated the software, called SimForest, in clinical and college classroom settings, then ran a professional development program to support eight secondary school teachers in incorporating the software and curriculum into their classes. This paper focuses on our results from the clinical and classroom trials in which we observed students working in pairs using the software.
