@inproceedings{6388f6972535475ba1a7eb05a12ca3d2,
title = "Modeling and meta-modeling in elementary science learning: Physical, diagrammatic, and computational models",
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.",
author = "Corey Brady and Alison Haas and Okhee Lee",
note = "Funding Information: This work was supported by the National Science Foundation under Grant No. 1742138. Publisher Copyright: {\textcopyright} ISLS.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "1413--1420",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}