Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System

Danish, Joshua A.

doi:10.1080/10508406.2013.856793

Cited by 60 publications

(42 citation statements)

References 37 publications

(62 reference statements)

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“…Because the agent-level interactions, attributes and behaviors are often body-syntonic (i.e., can be explained and understood through simple embodied actions of the child), young children can model complex scientific phenomena using such forms of computing (Papert, 1980;Danish, 2014;Dickes et al, 2016;Levy & Wilensky, 2008). As Dickes et al (2016) demonstrated, by engaging in agent-based modeling, even young learners can investigate and develop explanations of system-level, emergent behaviors from the perspective of agents within the system.…”

Section: Computational Modeling As Perspectival Workmentioning

confidence: 99%

Toward a Phenomenology of Computational Thinking in STEM Education

Sengupta

Dickes

Farris

2018

Computational Thinking in the STEM Disciplines

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In this chapter, we argue for an epistemological shift from viewing coding and computational thinking as mastery over computational logic and symbolic forms, to viewing them as a more complex form of experience. Rather than viewing computing as regurgitation and production of a set of axiomatic computational abstractions, we argue that computing and computational thinking, should be viewed as discursive, perspectival, material and embodied experiences, among others. These experiences include, but are not subsumed by, the use and production of computational abstractions. We illustrate what this paradigmatic shift toward a more phenomenological account of computing can mean for teaching and learning STEM in K12 classrooms by presenting a critical review of the literature, as well as by presenting a review of several studies we have conducted in K12 educational settings grounded in this perspective. Our analysis reveals several phenomenological approaches that can be useful for framing computational thinking in K12 STEM classrooms.

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Section: Computational Modeling As Perspectival Workmentioning

confidence: 99%

Toward a Phenomenology of Computational Thinking in STEM Education

Sengupta

Dickes

Farris

2018

Computational Thinking in the STEM Disciplines

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“…Theoretical frameworks such as structure, behavior, and function (Liu and Hmelo-Silver 2009); complex systems component beliefs (Yoon 2008(Yoon , 2011Jacobson 2001;Jacobson et al 2011); and midlevel reasoning (Levy and Wilensky 2008) have also been used in conjunction with computer simulations to develop theories about what students know (content) and how they learn (processes) about complex systems. Finally, some researchers have focused on investigating what people at different ages or in different populations know about complex systems through computer simulations; among the populations studied were kindergarten students (Danish 2014), undergraduates (Jacobson et al 2011), and teachers (Hmelo-Silver et al 2007). The general consensus from this collective research is that computer simulations can help students develop deeper understanding of how complex systems operate and evolve, the kinds of variables and structures the comprise complex systems, and that complex systems can be learned at all different levels of the educational pipeline.…”

Section: Research On Complex Systems Computer Simulations and Supportsmentioning

confidence: 99%

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

et al. 2016

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The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers' abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students' classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.

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“…For example, role-playing particles in a simulation of diffusion can develop improved complex systems schema (Resnick and Wilensky, 1998;Colella, 2000). Similarly, students acting out honey bee behavior show improvements in complex systems reasoning (Danish, 2014). Students can also learn about complex systems by using agent-based computer models that show numerous distinct agents moving and interacting to result in a system that globally changes over time (Epstein and Axtell, 1996;Wilensky, 2001;Goldstone and Janssen, 2005;Railsback et al, 2006;Epstein, 2007;Miller and Page, 2007).…”

Section: Complex Systems Principles Are Important But Difficult To Lmentioning

confidence: 99%

Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge

Tullis

Goldstone

2017

Front. Educ.

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Learners often struggle to grasp the important, central principles of complex systems, which describe how interactions between individual agents can produce complex, aggregate-level patterns. Learners have even more difficulty transferring their understanding of these principles across superficially dissimilar instantiations of the principles. Here, we provide evidence that teaching high school students an agent-based modeling language can enable students to apply complex system principles across superficially different domains. We measured student performance on a complex systems assessment before and after 1 week training in how to program models using NetLogo (Wilensky, 1999a). Instruction in NetLogo helped two classes of high school students apply complex systems principles to a broad array of phenomena not previously encountered. We argue that teaching an agent-based computational modeling language effectively combines the benefits of explicitly defining the abstract principles underlying agent-level interactions with the advantages of concretely grounding knowledge through interactions with agent-based models.

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Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System

Cited by 60 publications

References 37 publications

Toward a Phenomenology of Computational Thinking in STEM Education

Toward a Phenomenology of Computational Thinking in STEM Education

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

Instruction in Computer Modeling Can Support Broad Application of Complex Systems Knowledge

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