Abstract
To successfully integrate simulation and computational methods into K-12 STEM education, learning environments should be designed to help educators maintain balance between (a) addressing curricular content and practices and (b) attending to student knowledge and interests. We describe DeltaTick, a graphical simulation construction interface for the NetLogo modeling environment designed to make computational model construction a more accessible and responsive part of science and mathematics curricular activities through domain-specific, customizable construction libraries. With DeltaTick, learners assemble and reassemble predefined sets of "behavior blocks" to build simulations that represent a particular domain of study. When needed, blocks can be added, adjusted, or replaced to better reflect student knowledge, interests, or questions. We present coding analyses and vignettes from DeltaTick enactments in middle and high school classrooms to illustrate ways these features allowed learners to explore core curricular ideas, while also accommodating emergent student or classroom needs. From these findings, we posit two principles, curricular example space and levels of responsivity, for the design of computational modeling environments intended for classrooms. We argue that this design approach can bring into better alignment the complex relationships between computational modeling activities, student knowledge, curricula, and teacher supports in K-12 classrooms.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 465-499 |
| Number of pages | 35 |
| Journal | Science Education |
| Volume | 99 |
| Issue number | 3 |
| DOIs | |
| State | Published - May 1 2015 |
Funding
This work was supported by the National Science Foundation under grant numbers DRL‐1020101, IIS‐0713619, and DRL‐1109834 (PI Wilensky). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. This research would not have been possible without collaboration and input from the schools, teachers, and students involved in this study. Thanks to Zeina Atrash, Kerry Brown, and Josh Cough for their help with data collection and analysis. Also thanks to Katie Sawrey, Lama Jaber, the anonymous reviewers, and John Rudolph for their helpful feedback on prior drafts of this article, and Jenna Conversano, Cristina Polenica, and Kendall Speer for their help preparing and editing the text. The authors have no conflicts of interest to declare.
ASJC Scopus subject areas
- Education
- History and Philosophy of Science