Effects of computer-based modeling learning activities on elementary school students' modeling practices

Abstract

This study was conducted to explore the effects of computer-based modeling learning activates on sixth graders' modeling practices. The subjects of this study were 33 sixth graders in Taipei Taiwan. The experimental group received an instruction which was based on Model-It, a computer-based modeling tool, and a set of computer-based modeling learning activities. Paper and pencil tests of modeling practices were used both before and after the study to evaluate students' development of specific modeling practices. Three pairs of sixth graders' conversations and computer activities during the modeling learning activities were video recorded when they created their models. The results of this study revealed that (1) the development of modeling practices were effectively enhanced through the computer-based modeling learning activities; and (2) One aspect of modeling practices, synthesizing, was significant than others (effect size = 0.89); (3) Computer-based modeling tools allow students to express, test, and revise their models. This study suggested that science teacher should let students value the purpose and utility of models and design and implement of a sequence of computer-based modeling learning activities associated with a computer-based modeling tool to promote students' conceptual learning and modeling practices in the classroom.