Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: A Classroom Intervention Study

Autor/inn/en	Aksit, Osman; Wiebe, Eric N.
Titel	Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: A Classroom Intervention Study
Quelle	In: Journal of Science Education and Technology, 29 (2020) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aksit, Osman) ORCID (Wiebe, Eric N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-019-09800-z
Schlagwörter	Thinking Skills; Science Instruction; Teaching Methods; Computer Science Education; Intervention; Middle School Students; Computer Simulation; Models; Programming; Physics; Scientific Concepts; Student Attitudes; Classroom Communication + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Computergrafik; Computersimulation; Analogiemodell; Programmierung; Physik; Schülerverhalten; Klassengespräch
Abstract	Computational thinking (CT) and modeling are authentic practices that scientists and engineers use frequently in their daily work. Advances in computing technologies have further emphasized the centrality of modeling in science by making computationally enabled model use and construction more accessible to scientists. As such, it is important for all students to get exposed to these practices in K-12 science classrooms. This study investigated how a week-long intervention in a regular middle school science classroom that introduced CT and simulation-based model building through block-based programming influenced students' learning of CT and force and motion concepts. Eighty-two seventh-grade students from a public middle school participated in the study. Quantitative data sources included pre- and post-assessments of students' understanding of force and motion concepts and CT abilities. Qualitative data sources included classroom observation notes, student interviews, and students' reflection statements. During the intervention, students were introduced to CT using block-based programming and engaged in constructing simulation-based computational models of physical phenomena. The findings of the study indicated that engaging in building computational models resulted in significant conceptual learning gains for the sample of this study. The affordances of the dynamic nature of computational models let students both "observe" and "interact" with the target phenomenon in real time while the generative dimension of model construction promoted a rich classroom discourse facilitating conceptual learning. This study contributes to the nascent literature on integrating CT into K-12 science curricula by emphasizing the affordances and generative dimension of model construction through block-based programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01