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Journal of Science Education and Technology - Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to... 相似文献
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Buckley Barbara C. Gobert Janice D. Kindfield Ann C. H. Horwitz Paul Tinker Robert F. Gerlits Bobbi Wilensky Uri Dede Chris Willett John 《Journal of Science Education and Technology》2004,13(1):23-41
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students' actions and responses to computer-based tasks were electronically collected (via a log file function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students' learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper. 相似文献
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What is Normal Anyway? Therapy for Epistemological Anxiety 总被引：1，自引：0，他引：1
Uri Wilensky 《Educational Studies in Mathematics》1997,33(2):171-202
This paper presents two case studies of learners attempting to make sense of the concept of normal distribution — in particular, why physical phenomena such as height fall into normal distributions. The notion of epistemological anxiety is advanced as being the source of the difficulties learners have in making sense of normal distributions. The framework of Connected Mathematics is used to analyze the learners' coming to understanding of normal distributions and as a source of therapeutic intervention for the epistemological anxiety. As both a symbolizing medium and an aid to analysis, one learner is provided with an object-based parallel modeling language (OBPML) with which the learner can formulate computational hypotheses about the local probability rules that lead to the emergence of a global distribution. Through the investigation, supported by the OBPML, the learner makes connections between the micro-rules of probability and the resultant (macro-) statistical distributions. Conclusions are then drawn about the features of a Connected Mathematics learning environment that enable confrontation with epistemological anxiety and the features of modeling languages that enable learners to conduct a successful probability investigation.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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Arastoopour Irgens Golnaz Dabholkar Sugat Bain Connor Woods Philip Hall Kevin Swanson Hillary Horn Michael Wilensky Uri 《Journal of Science Education and Technology》2020,29(1):137-161
Journal of Science Education and Technology - Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still... 相似文献
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In this article we propose that educational game design should work to create games as objects-to-think-with—games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11–14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design. 相似文献
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Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education. 相似文献
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How do mathematicians learn math?: resources and acts for constructing and understanding mathematics
In this paper, we present an analytic framework for investigating expert mathematical learning as the process of building
a network of mathematical resources by establishing relationships between different components and properties of mathematical ideas. We then use this framework
to analyze the reasoning of ten mathematicians and mathematics graduate students that were asked to read and make sense of
an unfamiliar, but accessible, mathematical proof in the domain of geometric topology. We find that experts are more likely
to refer to definitions when questioning or explaining some aspect of the focal mathematical idea and more likely to refer
to specific examples or instantiations when making sense of an unknown aspect of that idea. However, in general, they employ
a variety of types of mathematical resources simultaneously. Often, these combinations are used to deconstruct the mathematical
idea in order to isolate, identify, and explore its subcomponents. Some common patterns in the ways experts combined these
resources are presented, and we consider implications for education. 相似文献