Integrating Technology: Students Making Systems Models: An Accessible Approach

Damelin, Daniel; Krajcik, Joseph; McIntyre, Cynthia; Bielik, Tom

doi:10.2505/4/ss17_040_05_78

Cited by 26 publications

(22 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, there are now a number of online and digital platforms that provide access to science simulations. For example, general platforms such as NetLogo [24], Gizmos [25], and Sage Modeler [26] are widely used by those in education. There are also tools designed not as a platform but for exploring a single idea, such as evolution by way of natural selection (e.g., Frog Pond).…”

Section: Models and Simulations In Science Educationmentioning

confidence: 99%

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Rosenberg

Lawson

2019

Education Sciences

View full text Add to dashboard Cite

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

show abstract

Section: Models and Simulations In Science Educationmentioning

confidence: 99%

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Rosenberg

Lawson

2019

Education Sciences

View full text Add to dashboard Cite

show abstract

“…They specify the boundaries and make explicit the model of that system. When building models, scientists and engineers should examine and test ideas of the model that would impact phenomena in the natural world or products in the design world (Damelin, Krajcik, McIntyre, & Bielik, 2017).…”

mentioning

confidence: 99%

Engaging learners in STEM education

Krajcik¹,

Delen²

2017

EHA

Self Cite

View full text Add to dashboard Cite

In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: "How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?" We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts) that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

show abstract

“…Our study was intended as a proof-of-concept for how the practice of modeling may be enacted in classrooms using the new modeling software. While the sample was justified to these ends and while the employed software has been successfully used also with lower-performing students in various classes and in various contexts [28][29][30][31], further studies need to verify with more representative samples the findings of this study.…”

Section: Limitations Of Methodsmentioning

confidence: 99%

“…SageModeler was iteratively developed in a multi-year process, during which the software was revised and the functionality and user interface features were developed. Several studies found that middle and high school students benefit from using the modeling tool and that it contributes to their learning and development of the modeling practice [28][29][30][31].…”

mentioning

confidence: 99%

Supporting Students in Building and Using Models: Development on the Quality and Complexity Dimensions

Bielik

Opitz

Novak³

2018

Education Sciences

Self Cite

View full text Add to dashboard Cite

Past research has identified elements underlying modeling as a core science and engineering practice, as well as dimensions along which students’ learn how to use models and how they perceive the nature of modeling. To extend these findings by a perspective on how modeling practice can be used in classrooms, we used design-based research to investigate how the modeling practice elements, i.e., construct, use, evaluate, and revise, were integrated in a middle school unit about water quality that included using an online modeling tool. We focus on N = 3 groups as cases to track and analyze 7th grade students’ modeling practice and metamodeling knowledge across the unit. Students constructed, used, evaluated, and revised their models based on data they collected and concepts they learned. Results indicate most students succeeded in constructing complex models using the modeling tool by consecutively adding and specifying variables and relationships. This is a positive finding compared to prior research on students’ metamodeling knowledge. Similar to these studies, we observed several basic metamodeling conceptions and generally less progress in this field than in students’ models. We discuss implications for applying modeling practice in classrooms and explain how students make use of the different modeling practice elements by developing their models in the complexity and quality dimensions.

show abstract

Integrating Technology: Students Making Systems Models: An Accessible Approach

Cited by 26 publications

References 0 publications

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Engaging learners in STEM education

Supporting Students in Building and Using Models: Development on the Quality and Complexity Dimensions

Contact Info

Product

Resources

About