Designing Technology Environments to Support System Modeling Competence

Bielik, Tom; Stephens, Lynn; Damelin, Dan; Krajcik, Joseph

doi:10.1007/978-3-030-30255-9_16

Cited by 7 publications

(8 citation statements)

References 26 publications

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“…The four aspects of system modelling practice (Bielik et al, 2019) were used here as a way to evaluate student engagement in the process of understanding phenomena through constructing, using, evaluating, and revising models, as well as changes in that engagement as a curriculum unit progressed. We suggest that these aspects can also provide a framework for curricular designers who want to promote young students' systems thinking, causal reasoning, and modelling practice.…”

Section: Concluding Discussionmentioning

confidence: 99%

“…In Bielik et al (2019), we presented a theoretical examination of four aspects of system modelling practice illustrated with several student exemplars. These aspects are as follows:…”

Section: Four Aspects Of System Modelling Practicementioning

confidence: 99%

“…Using the list of aspects from Bielik et al (2019), the second author examined a sample of student responses to the model reflection questions and developed a tentative set of observables that gave evidence for engagement or lack of engagement for each aspect. Two team members who were experienced modelers then provided feedback on the validity of the observables.…”

Section: Model Reflection Questionsmentioning

confidence: 99%

“…In a previous publication (Bielik et al, 2019), we presented our framework of four aspects of system modelling. In this study, we expand this framework by focusing on the following research question: how are students engaging with the four aspects of system modelling, and what are the challenges they encounter in the process?…”

Section: Introductionmentioning

confidence: 99%

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Supporting Student System Modelling Practice Through Curriculum and Technology Design

et al. 2021

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Developing and using models to make sense of phenomena or to design solutions to problems is a key science and engineering practice. Classroom use of technology-based tools can promote the development of students’ modelling practice, systems thinking, and causal reasoning by providing opportunities to develop and use models to explore phenomena. In previous work, we presented four aspects of system modelling that emerged during our development and initial testing of an online system modelling tool. In this study, we provide an in-depth examination and detailed evidence of 10th grade students engaging in those four aspects during a classroom enactment of a system modelling unit. We look at the choices students made when constructing their models, whether they described evidence and reasoning for those choices, and whether they described the behavior of their models in connection with model usefulness in explaining and making predictions about the phenomena of interest. We conclude with a set of recommendations for designing curricular materials that leverage digital tools to facilitate the iterative constructing, using, evaluating, and revising of models.

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Section: Concluding Discussionmentioning

confidence: 99%

“…In Bielik et al (2019), we presented a theoretical examination of four aspects of system modelling practice illustrated with several student exemplars. These aspects are as follows:…”

Section: Four Aspects Of System Modelling Practicementioning

confidence: 99%

Section: Model Reflection Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Supporting Student System Modelling Practice Through Curriculum and Technology Design

et al. 2021

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“…2. In the third lesson, students engaged with the SD approach, using SageModeler computational modeling tool (Damelin, et al, 2017;Bielik, et al, 2019) to construct models in which they explored some of the variables affecting the rate of transferring food to the nest by the ants they had encountered in the second part (Fig. 3).…”

Section: Unit Design and Enactmentmentioning

confidence: 99%

Working Together: Integrating Computational Modeling Approaches to Investigate Complex Phenomena

et al. 2020

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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.

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Research on Modeling Competence in Science Education from 1991 to 2020 with Cultural and Global Implications

Chiu

Lin

2021

Springer International Handbooks of Education

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Designing Technology Environments to Support System Modeling Competence

Cited by 7 publications

References 26 publications

Supporting Student System Modelling Practice Through Curriculum and Technology Design

Supporting Student System Modelling Practice Through Curriculum and Technology Design

Working Together: Integrating Computational Modeling Approaches to Investigate Complex Phenomena

Research on Modeling Competence in Science Education from 1991 to 2020 with Cultural and Global Implications

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