A Comparison of How Students Learn When Building or Exploring Computational Agent-Based Models

• In Event: Poster Session 10
  In Poster Session: Learning Sciences SIG Poster Session

Abstract

In K-12 science education, computational modeling has involved exploring a pre-built model or building one’s own to learn about a phenomenon. Yet, little research has systematically compared these modalities. We present findings from analysis of video data from three pairs of seventh-grade students in each modality, learning about the role of chance in micro-evolutionary change. Findings revealed that builders frequently adopted a block-rule focus while explorers adopt an enactment-rule focus, which impacted their sense-making. There were differences in how builders and explorers could resolve tensions when interpretations and the model structure were misaligned. There was also a spontaneous diffusion of ideas across dyads among builders. Design implications are described.

Authors

• Aditi Wagh, Tufts University

• Uri J. Wilensky, Northwestern University