A Framework for Model-Based Inquiry through Agent-Based Programming

Autor/inn/en	Xiang, Lin; Passmore, Cynthia
Titel	A Framework for Model-Based Inquiry through Agent-Based Programming
Quelle	In: Journal of Science Education and Technology, 24 (2015) 2-3, S.311-329 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-014-9534-4
Schlagwörter	Inquiry; Active Learning; Models; Case Studies; Grade 8; Science Instruction; Programming; Computer Simulation; Mixed Methods Research; Video Technology; Educational Technology; Computer Uses in Education + Suchen Sie Ihr Suchwort? Aktives Lernen; Analogiemodell; Case study; Fallstudie; Case Study; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Programmierung; Computergrafik; Computersimulation; Unterrichtsmedien; Computernutzung
Abstract	There has been increased recognition in the past decades that model-based inquiry (MBI) is a promising approach for cultivating deep understandings by helping students unite phenomena and underlying mechanisms. Although multiple technology tools have been used to improve the effectiveness of MBI, there are not enough detailed examinations of how agent-based programmable modeling (ABPM) tools influence students' MBI learning. The present collective case study sought to contribute by closely investigating ABPM-supported MBI processes for 8th grade students learning about natural selection and adaptation. Eight 8th grade students in groups of 2-3 spent 15 h during a span of 4 weeks collaboratively programming simulations of adaptation based on the natural selection model, using an ABPM tool named NetLogo. The entire programming processes of these learning groups, up to 50 h, were videotaped and then analyzed using mixed methods. Our analysis revealed that the programming task created a context that calls for nine types of MBI actions. These MBI actions were related to both phenomena and the underlying model. Results also showed that students' programming processes took place in consecutive programming cycles and aligned with iterative MBI cycles. A framework for ABPM-supported MBI learning is proposed based upon the findings. Implications in developing MBI instruction involving ABPM tools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01