A Scaffolding Framework to Support Learning of Emergent Phenomena Using Multi-Agent-Based Simulation Environments

Autor/inn/en	Basu, Satabdi; Sengupta, Pratim; Biswas, Gautam
Titel	A Scaffolding Framework to Support Learning of Emergent Phenomena Using Multi-Agent-Based Simulation Environments
Quelle	In: Research in Science Education, 45 (2015) 2, S.293-324 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-014-9424-z
Schlagwörter	Science Instruction; Ecology; Environmental Education; Scaffolding (Teaching Technique); Scientific Concepts; Concept Formation; Educational Technology; Instructional Design; Middle School Students; Secondary School Science; Inquiry; Computer Simulation; Simulated Environment + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Concept learning; Begriffsbildung; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Computergrafik; Computersimulation; Künstliche Umwelt
Abstract	Students from middle school to college have difficulties in interpreting and understanding complex systems such as ecological phenomena. Researchers have suggested that students experience difficulties in reconciling the relationships between individuals, populations, and species, as well as the interactions between organisms and their environment in the ecosystem. Multi-agent-based computational models (MABMs) can explicitly capture agents and their interactions by representing individual actors as computational objects with assigned rules. As a result, the collective aggregate-level behavior of the population dynamically emerges from simulations that generate the aggregation of these interactions. Past studies have used a variety of scaffolds to help students learn ecological phenomena. Yet, there is no theoretical framework that supports the systematic design of scaffolds to aid students' learning in MABMs. Our paper addresses this issue by proposing a comprehensive framework for the design, analysis, and evaluation of scaffolding to support students' learning of ecology in a MABM. We present a study in which middle school students used a MABM to investigate and learn about a desert ecosystem. We identify the different types of scaffolds needed to support inquiry learning activities in this simulation environment and use our theoretical framework to demonstrate the effectiveness of our scaffolds in helping students develop a deep understanding of the complex ecological behaviors represented in the simulation.. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01