Abstract
Complex systems are made up of many entities, whose interactions emerge into distinct collective patterns. Computational modeling platforms can provide a powerful means to investigate emergent phenomena in complex systems. Some research has been carried out in recent years about promoting students’ modeling practices, specifically using technologically advanced tools and approaches that allow students to create, manipulate, and test computational models. However, not much research had been carried out on the integration of several modeling approaches when investigating complex phenomena. In this paper, we describe the design principles used to develop a middle school unit about ants’ collective behavior that integrates three modeling approaches: conceptual drawn models, agent-based models, and system dynamics models. We provide results from an initial implementation of an 8th grade curricular unit, indicating that students engaged with several aspects of the modeling practice. Students’ conceptual knowledge about ant pheromone communication increased following learning the unit. We also found gains in students’ metamodeling knowledge about models as tools for investigating phenomena. We discuss the affordances and challenges of engaging students with several modeling approaches in science classroom.
Highlights
Science is about explaining the natural world
To investigate the first research question, how students engaged with the different modeling approaches integrated in the unit, we present results from the following data sources: (i) student groups’ drawn models; (ii) students’ written responses in the Agent-based modeling (ABM) worksheets, indicating the development of students’ understanding of complexity and the content; and (iii) students’ submitted system dynamics (SD) models, representing the development of their understanding of modeling and modeling abilities
This study describes the design and development of an innovative middle school curricular unit that integrates different modeling approaches to investigate complex phenomena and provides results from an initial implementation of the unit in one classroom
Summary
Science is about explaining the natural world. These explanations often come in the form of models and theories that are grounded in evidence (Harrison and Treagust, 2000; Lehrer and Schauble 2006). In this sense, science education is not just about learning concepts. Science education is not just about learning concepts It is just as much about learning to construct models, explain, argue, and reason using evidence and models (Penner, 2000). Students are expected to construct, use, evaluate, and revise models to make
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