How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models

Abstract

The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction. Individual student interviews were conducted with nine ELs about computational models of landfill bottle systems they had developed as part of a physical science unit. We found evidence of student engagement in four systems thinking practices. Students used data produced by their models to investigate the landfill bottle system as a whole (Practice 1). Students identified agents and their relationships in the system (Practice 2). Students thought in levels, shuttling between the agent and aggregate levels (Practice 3). However, while students could think in levels to develop their models, they struggled to engage in this practice when presented with novel scenarios (e.g., open vs. closed system). Finally, students communicated information about the system using multiple modalities and less-than-perfect English (Practice 4). Overall, these findings suggest that integrating computational modeling into standards-aligned science instruction can provide a rich context for fostering systems thinking among linguistically diverse elementary students.

Complex Systems Research in K12 Science Education: A Focus on What Works for Whom and under Which Conditions

“…The four studies selected for this Special Issue serve to illustrate efforts to address the aforementioned dearth of research on complex systems in science education that focuses on what works for whom and under which conditions [6][7][8][9]. They also demonstrate the versatility of the modeling tool for learning with diverse populations from elementary students to high school science teachers and with participant demographics that are less often studied in complex systems educational research, i.e., English language learners and underrepresented school districts.…”

Commentary on the Special Issue, Systems for Systems: Computational Systems Modeling to Promote Equity and Access in K12 STEM Educational Systems

“…The four articles in this Special Issue employ a range of conceptual perspectives to investigate computational systems modeling. Haas et al [2] integrate systems thinking from the perspectives of science education and computer science education, with a focus on English learners. Pierson and Brady [3] integrate computational and embodied modeling with multimodal and everyday resources that English learners bring to the science classroom.…”

“…The four articles address computational systems modeling across varied educational settings. Haas et al [2], Pierson and Brady [3], and Cottone et al [4] used the Starlogo Nova computational model platform in different educational contexts. Haas et al [2] investigate how computational modeling promotes systems thinking with English learners in one fifth-grade science classroom.…”

“…Haas et al [2], Pierson and Brady [3], and Cottone et al [4] used the Starlogo Nova computational model platform in different educational contexts. Haas et al [2] investigate how computational modeling promotes systems thinking with English learners in one fifth-grade science classroom. Pierson and Brady [3] investigate how embodied modeling (role-playing agents in a system) supports science learning with English learners in one middle school classroom.…”

“…The four studies in this Special Issue investigate the implementation and outcomes of educational interventions. Haas et al [2] investigate an elementary science curriculum with a focus on English learners. Pierson and Brady [3] investigate collaboration between a researcher and a middle school teacher to iteratively design, implement, and refine embodied modeling activities with a focus on English learners.…”