TY - GEN
T1 - Classroom model, model classroom
T2 - Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007
AU - Abrahamson, Dor
AU - Blikstein, Paulo
AU - Wilensky, Uri
PY - 2007
Y1 - 2007
N2 - We have been exploring the potential of agent-based modeling methodology for social-science research and, specifically, for illuminating theoretical complementarities of cognitive and socio-constructivist conceptualizations of learning (e.g., Abrahamson & Wilensky, 2005a). The current study advances our research by applying our methodology to pedagogy research: we investigate individual and social factors underlying outcomes of implementing collaborativeinquiry classroom practice. Using bifocal modeling (Blikstein & Wilensky, 2006a), we juxtapose agent-based simulations of collaborative problem solving with real-classroom data of students' collaboration in a demographically diverse middle-school mathematics classroom (Abrahamson & Wilensky, 2005b). We validate the computer model by comparing outcomes from running the simulation with outcomes of the real intervention. Findings are that collaboration pedagogy emphasizing group performance may forsake individual learning, because stable division-of-labor patterns emerge due to utilitarian preference of short-term production over long-term learning (Axelrod, 1997). The study may inform professional development and pedagogical policy (see interactive applet: http://ccl.northwestern.edu/research/conferences/CSCL2007/ CSCL2007.html).
AB - We have been exploring the potential of agent-based modeling methodology for social-science research and, specifically, for illuminating theoretical complementarities of cognitive and socio-constructivist conceptualizations of learning (e.g., Abrahamson & Wilensky, 2005a). The current study advances our research by applying our methodology to pedagogy research: we investigate individual and social factors underlying outcomes of implementing collaborativeinquiry classroom practice. Using bifocal modeling (Blikstein & Wilensky, 2006a), we juxtapose agent-based simulations of collaborative problem solving with real-classroom data of students' collaboration in a demographically diverse middle-school mathematics classroom (Abrahamson & Wilensky, 2005b). We validate the computer model by comparing outcomes from running the simulation with outcomes of the real intervention. Findings are that collaboration pedagogy emphasizing group performance may forsake individual learning, because stable division-of-labor patterns emerge due to utilitarian preference of short-term production over long-term learning (Axelrod, 1997). The study may inform professional development and pedagogical policy (see interactive applet: http://ccl.northwestern.edu/research/conferences/CSCL2007/ CSCL2007.html).
UR - http://www.scopus.com/inward/record.url?scp=84861032403&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84861032403&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84861032403
SN - 9780615154367
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 46
EP - 55
BT - CSCL 2007 - Computer Supported Collaborative Learning Conference 2007
Y2 - 16 July 2007 through 21 July 2007
ER -