Constructivist dialogue mapping analysis of ant adaptation

Kit Martin; Michael Horn; Uri Wilensky

doi:10.15388/INFEDU.2020.05

Constructivist dialogue mapping analysis of ant adaptation

Kit Martin, Michael Horn, Uri Wilensky

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

Abstract

This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change.

Original language	English (US)
Pages (from-to)	77-112
Number of pages	36
Journal	Informatics in Education
Volume	19
Issue number	1
DOIs	https://doi.org/10.15388/INFEDU.2020.05
State	Published - 2020

Keywords

Agent-based models
Complexity research
Concept mapping
Conceptual change
Constructionism
Constructivism
Evaluation
Qualitative methods

ASJC Scopus subject areas

Education
Communication
Computer Science Applications

Access to Document

10.15388/INFEDU.2020.05

Fingerprint Dive into the research topics of 'Constructivist dialogue mapping analysis of ant adaptation'. Together they form a unique fingerprint.

Cite this

@article{6dbafd3133754cd4b43e907a6c58879b,

title = "Constructivist dialogue mapping analysis of ant adaptation",

abstract = "This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change.",

keywords = "Agent-based models, Complexity research, Concept mapping, Conceptual change, Constructionism, Constructivism, Evaluation, Qualitative methods",

author = "Kit Martin and Michael Horn and Uri Wilensky",

note = "Funding Information: We would like to thank Paul Won, Gabby Anton, Bill Hoover, Rui Han and Melissa Perez for their feedback. We would like to thank Francisco L{\'o}pez-Berm{\'u}ndez for his illustrations. We also would like to thank the Center for Connected Learning and Computer Based Models, TIDAL, and TIILT labs for their feedback throughout the project, and the supportive Northwestern Community. Additionally, Marcelo Worsley and Emily Wang provided copious insight. Finally, we would like to thank the National Science Found (NSF Stem+C: Award # 1842375) and the Multidisciplinary Program in Education Sciences (IES: Award # R305B090009) for funding the project.",

year = "2020",

doi = "10.15388/INFEDU.2020.05",

language = "English (US)",

volume = "19",

pages = "77--112",

journal = "Informatics in Education",

issn = "1648-5831",

publisher = "Institute of Mathematics and Informatics",

number = "1",

}

TY - JOUR

T1 - Constructivist dialogue mapping analysis of ant adaptation

AU - Martin, Kit

AU - Horn, Michael

AU - Wilensky, Uri

N1 - Funding Information: We would like to thank Paul Won, Gabby Anton, Bill Hoover, Rui Han and Melissa Perez for their feedback. We would like to thank Francisco López-Bermúndez for his illustrations. We also would like to thank the Center for Connected Learning and Computer Based Models, TIDAL, and TIILT labs for their feedback throughout the project, and the supportive Northwestern Community. Additionally, Marcelo Worsley and Emily Wang provided copious insight. Finally, we would like to thank the National Science Found (NSF Stem+C: Award # 1842375) and the Multidisciplinary Program in Education Sciences (IES: Award # R305B090009) for funding the project.

PY - 2020

Y1 - 2020

N2 - This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change.

AB - This paper introduces constructivist dialogue mapping (CDM), a new type of concept mapping. CDM encodes what people learn during a non-goal directed learning activity. CDM is a practical means to outline the mini theories users fluidly construct as they explore open-ended learning environments. To demonstrate the method, in this paper we use CDM to track how two modelers elaborate understandings during use of a constructionist learning game, Ant Adaptation. Using the method, we show how two users contest and construct their idea of self-organization in ant colonies. The method is rooted in constructionism, constructivism, concept mapping, and conceptual change.

KW - Agent-based models

KW - Complexity research

KW - Concept mapping

KW - Conceptual change

KW - Constructionism

KW - Constructivism

KW - Evaluation

KW - Qualitative methods

UR - http://www.scopus.com/inward/record.url?scp=85084032240&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85084032240&partnerID=8YFLogxK

U2 - 10.15388/INFEDU.2020.05

DO - 10.15388/INFEDU.2020.05

M3 - Article

AN - SCOPUS:85084032240

VL - 19

SP - 77

EP - 112

JO - Informatics in Education

JF - Informatics in Education

SN - 1648-5831

IS - 1

ER -