Modeling and meta-modeling in elementary science learning: Physical, diagrammatic, and computational models

Corey Brady, Alison Haas, Okhee Lee

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Our science education system is responding to three simultaneous calls for fundamental change—to promote rigorous science learning, to leverage the power of computational thinking and modeling, and to broaden participation in STEM learning to serve all students, including English learners. This paper presents preliminary data from a project to create and test the feasibility of a year-long curriculum for 5th grade science that responds to all three of these calls. We analyze student artifacts from the first (9-week) unit of this curriculum, exploring ways that students engage with three particularly challenging ideas: (a) using models to make sense of complex phenomena; (b) integrating findings from work with models across multiple (physical, diagrammatic, and computational) modes; and (c) articulating the strengths and limitations of computational modeling soon after it was introduced in the curriculum.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1413-1420
Number of pages8
ISBN (Electronic)9781732467279
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume3
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
CountryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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