Please use this identifier to cite or link to this item:
|Title:||Refining Student Thinking through Computational Modeling|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Swanson, H., Sherin, B., & Wilensky, U. (2021). Refining Student Thinking through Computational Modeling. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 386-393). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||Scientists systematically refine their thinking through theory-building practices. Computational modeling is a key mode of theory building in the 21st century. This study investigates how engagement in the construction and refinement of computational models helps students refine their thinking. Specifically, it presents a microgenetic analysis of an episode during which a student refined their understanding of how disease spreads by building and refining a computational model of an Ebola epidemic. The analysis decomposes the episode into nine theory-building steps and locates the shifts in the student’s thinking that occur in each step. It draws connections between these shifts and the theory building activity.|
|Appears in Collections:||ISLS Annual Meeting 2021|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.