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Constructionist co-design: A dual approach to curriculum and professional development

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2021年第3期52卷 1043-1059页

作者： Kelter, Jacob Peel, Amanda Bain, Connor Anton, Gabriella Dabholkar, Sugat Horn, Michael S. Wilensky, Uri Northwestern Univ Ctr Connected Learning & Computer Based Modelling Evanston IL 60208 USA

This paper reports on the first iteration of the Computational Thinking Summer Institute, a month-long programme in which high school teachers co-designed computationally enhanced mathematics and science curricula with researchers. The co-design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways teachers and researchers divided the labour of co-design and the implications of these different co-design styles for teacher learning and classroom enactment. Specifically, some teachers programmed their own computational tools, while others helped to conceptualise them but left the construction to their co-design partners. Results indicate that constructionist co-design is a promising dual approach to curriculum and professional development but that sometimes these two goals are in tension. Most teachers gained considerable confidence and skills in computational thinking, but sometimes the pressure to finish curriculum development during the institute led teachers to leave construction of computational tools to their co-design partners, limiting their own opportunities for computational learning. Practitioner notes What is already known about this topic? Computational tools can support constructionist science and math learning by making powerful ideas tangible. Supporting teachers to learn computational thinking and to use constructionist pedagogies is challenging. What this paper adds? Constructionist co-design is a promising approach to simultaneously support curriculum development and professional development, but there are tensions to navigate in trying to accomplish both goals simultaneously. Implications for practice and/or policy Designers of professional development should consider constructionist co-design as an approach but should be aware of potential tensions and prepare for them.

关键词： co‐ design computational thinking constructionism curriculum design professional development STEM teacher design

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Statistical mechanics for secondary school: The gaslab multi-agent modeling toolkit

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International Journal of computers for Mathematical learning 2003年第1期8卷 1-41页

作者： Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University United States

In the connected learning projects, we are studying students' learning of content through exploring and constructing computer-based models of that content. This paper presents a case study of a high school physics teacher's design and exploration of a computer-based model of gas molecules in a box. We follow up the case study with shorter vignettes of students' exploration and elaboration of the Gas-in-a-Box model. The cases lead us to analyze and discuss the role of model-based inquiry in science and mathematics education as well as to draw some general conclusions with respect to the design of modeling languages and the design of pedagogies and activities appropriate for model-based inquiry in classroom settings.

关键词： Multi agent systems

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The shape of things to come: The computational pictograph as a bridge from combinatorial space to outcome distribution

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International Journal of computers for Mathematical learning 2006年第1期11卷 137-146页

作者： Abrahamson, Dor Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States

This column will publish short (from just a few paragraphs to ten or so pages), lively and intriguing computer-related mathematics vignettes. These vignettes or snapshots should illustrate ways in which computer environments have transformed the practice of mathematics or mathematics pedagogy. They could also include puzzles or brain-teasers involving the use of computers or computational theory. Snapshots are subject to peer review. This snapshot introduces a computer-based representation and activity that enables students to simultaneously ''see'' the combinatorial space of a stochastic device (e.g., dice, spinner, coins) and its outcome distribution. The author argues that the ''ambiguous'' representation fosters student insight into probability. © Springer 2006.

关键词： Graph theory

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Seeing Change in the World from Different Levels: Understanding the Mathematics of Complex Systems

Seeing Change in the World from Different Levels: Understand...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Wilkerson-Jerde, Michelle Wilensky, Uri Center for Connected Learning & Computer Based Modeling Northwestern University United States

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Evolutionary robustness checking in the artificial anasazi model

Evolutionary robustness checking in the artificial anasazi m...

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2010 AAAI Fall Symposium

作者： Stonedahl, Forrest Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States

ISBN: (纸本)9781577354857

Using the well-known Artificial Anasazi simulation for a case study, we investigate the use of genetic algorithms (GAs) for performing two common tasks related to robustness checking of agent-based models: parameter calibration and sensitivity analysis. In the calibration task, we demonstrate that a GA approach is able to find parameters that are equally good or better at minimizing error versus historical data, compared to a previous factorial grid-based approach. The GA approach also allows us to explore a wider range of parameters and parameter settings. Previous univariate sensitivity analysis on the Artificial Anasazi model did not consider potentially complex/nonlinear interactions between parameters. With the GA-based approach, we perform multivariate sensitivity analysis to discover how greatly the model can diverge from historical data, while the parameters are constrained within a close range of previously calibrated values. We show that by varying multiple parameters within a 10% range, the model can produce dramatically and qualitatively different results, and further demonstrate the utility of sensitivity analysis for model testing, by the discovery of a small coding error. Through this case study, we discuss some of the issues that can arise with calibration and sensitivity analysis of agent-based models. Copyright © 2010, Association for the Advancement of Artificial Intelligence. All rights reserved.

关键词： Sensitivity analysis

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Finding forms of flocking: Evolutionary search in ABM parameter-spaces

Finding forms of flocking: Evolutionary search in ABM parame...

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Lecture Notes in computer Science

作者： Stonedahl, Forrest Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States

ISBN: (纸本)9783642183447

While agent-based models (ABMs) are becoming increasingly popular for simulating complex and emergent phenomena in many fields, understanding and analyzing ABMs poses considerable challenges. ABM behavior often depends on many model parameters, and the task of exploring a model's parameter space and discovering the impact of different parameter settings can be difficult and time-consuming. Exhaustively running the model with all combinations of parameter settings is generally infeasible, but judging behavior by varying one parameter at a time risks overlooking complex nonlinear interactions between parameters. Alternatively, we present a case study in computer-aided model exploration, demonstrating how evolutionary search algorithms can be used to probe for several qualitative behaviors (convergence, non-convergence, volatility, and the formation of vee shapes) in two different flocking models. We also introduce a new software tool (BehaviorSearch) for performing parameter search on ABMs created in the NetLogo modeling environment. © 2011 Springer-Verlag.

关键词： Genetic algorithms

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Unpacking social factors in Mechanistic reasoning (or, why a wealthy person is not exactly like a grey squirrel) 12

Unpacking social factors in Mechanistic reasoning (or, why a...

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12th International Conference of the learning Sciences: Transforming learning, Empowering Learners, ICLS 2016

作者： Hjorth, Arthur Krist, Christina Center for Connected Learning and Computer-Based Modeling Northwestern University United States Northwestern University United States

ISBN: (纸本)9780990355083

Mechanistic reasoning in social domains is understudied. We speculate that the ways that students reason about social phenomena share enough similarities with how they reason about physical and life sciences that we can use existing work on mechanistic reasoning to characterize students' explanations of social phenomena. We apply an existing framework for analyzing student reasoning about life sciences to students' explanations of a social phenomenon relating to urban planning. In comparing these analyses, we propose a component of student reasoning that may be specific to reasoning about social phenomena: social factor backing. We show that incorporating this component into the existing framework providers a fuller account of our data. Finally, we discuss why we think this element could be important for future studies of students' mechanistic reasoning about social phenomena. © ISLS.

关键词： Students

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The missing link: A case study of sensing-and-modeling toolkits for constructionist scientific investigation

The missing link: A case study of sensing-and-modeling toolk...

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6th International Conference on Advanced learning Technologies, ICALT 2006

作者： Blikstein, Paulo Wilensky, Uri Center for Connected Learning and Computer-Based Modeling Northwestern University 2120 Campus Drive Evanston IL 60208 United States

ISBN: (纸本)0769526322

Multi-agent modeling has been successfully used in several scientific fields, oftentimes transforming scientists' practice and mindsets. Educational researchers have also realized the potential of this modeling approach for learning. Studies have suggested that students are able to understand concepts above their expected grade level after interacting with curricula developed using multi-agent simulation. However, most multi-agent models are exclusively 'on-screen', without connection to the physical world. Real-time model validation and real-world sensing are very challenging to accomplish with extant modeling platforms. As an attempt to address this issue, we designed a technological platform to enable students to seamlessly connect multi-agent models and electronic sensors, in real time. The platform is designed for learners to validate, refine, and debug their computer models using real-world data. This paper focuses on the technical and pedagogical aspects of this project, describing pilot studies which suggest a real-to-virtual reciprocity that catalyzes further inquiry toward deeper understanding. © 2006 IEEE.

关键词： Engineering research

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learning axes and bridging tools in a technology-based design for statistics

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International Journal of computers for Mathematical learning 2007年第1期12卷 23-55页

作者： Abrahamson, Dor Wilensky, Uri Graduate School of Education University of California 4649 Tolman Hall Berkeley CA 94720-1670 United States Center for Connected Learning and Computer-Based Modeling Northwestern University Evanston IL United States

We introduce a design-based research framework, learning axes and bridging tools, and demonstrate its application in the preparation and study of an implementation of a middle-school experimental computer-based unit on probability and statistics, ProbLab (Probability Laboratory, Abrahamson and Wilensky 2002 [Abrahamson, D., & Wilensky, U. (2002). ProbLab. Northwestern University, Evanston, IL: The center for connected learning and computer-based Modeling, Northwestern University. http://***/curriculum/ ProbLab/ ]). ProbLab is a mixed-media unit, which utilizes traditional tools as well as the NetLogo agent-based modeling-and-simulation environment (Wilensky 1999) [Wilensky, U. (1999). NetLogo. Northwestern University, Evanston, IL: The center for connected learning and computer-based Modeling http://***. ***/netlogo/ ] and HubNet, its technological extension for facilitating participatory simulation activities in networked classrooms (Wilensky and Stroup 1999a) [Wilensky, U., & Stroup, W. (1999a). HubNet. Evanston, IL: The center for connected learning and computer-based Modeling, Northwestern University]. We will focus on the statistics module of the unit, Statistics As Multi-Participant learning-Environment Resource (S.A.M.P.L.E.R.). The framework shapes the design rationale toward creating and developing learning tools, activities, and facilitation guidelines. The framework then constitutes a data-analysis lens on implementation cases of student insight into the mathematical content. Working with this methodology, a designer begins by focusing on mathematical representations associated with a target concept-the designer problematizes and deconstructs each representation into a pair of historical/cognitive antecedents (idea elements), each lying at the poles of a learning axis. Next, the designer creates bridging tools, ambiguous artifacts bearing interaction properties of each of the idea elements, and develops activities wit

关键词： computer aided instruction

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learning About Complex Systems The Role of Perceptual Signatures and Agent-Level Mechanisms in Understanding Emergence: An Example in learning Electricity

Learning About Complex Systems The Role of Perceptual Signat...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Sengupta, Pratim Wilensky, Uri Mind Matter & Media Lab Vanderbilt University United States Center for Connected Learning & Computer Based Modeling Northwestern University United States

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