Computational Scientific Inquiry with Virtual Worlds and Agent-Based Models: New Ways of Doing Science to Learn Science

Autor/inn/en	Jacobson, Michael J.; Taylor, Charlotte E.; Richards, Deborah
Titel	Computational Scientific Inquiry with Virtual Worlds and Agent-Based Models: New Ways of Doing Science to Learn Science
Quelle	In: Interactive Learning Environments, 24 (2016) 8, S.2080-2108 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1079723
Schlagwörter	Science Instruction; Scientific Research; Computer Simulation; Teaching Methods; Computer Assisted Instruction; Intervention; Educational Practices; Grade 8; Achievement Gains; Science Achievement; Outcomes of Education; Biology; Science Curriculum; Pretests Posttests; Science Tests; Statistical Analysis; Foreign Countries; Qualitative Research; Focus Groups; Student Attitudes; Secondary School Teachers; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Bildungspraxis; School year 08; 8. Schuljahr; Schuljahr 08; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Biologie; Statistische Analyse; Ausland; Qualitative Forschung; Schülerverhalten; Sekundarschüler; Australien
Abstract	In this paper, we propose computational scientific inquiry (CSI) as an innovative model for learning important scientific knowledge and new practices for "doing" science. This approach involves the use of a "game-like" virtual world for students to experience virtual biological fieldwork in conjunction with using an agent-based computer model to enable computational inquiry activities. After an overview of literature into learning about scientific inquiry and the use of virtual worlds and game-like systems for learning science, we provide a description of the technology systems we developed and the methods of the study. The results are reported of a two-week intervention involving the use of a CSI approach in two eighth-grade classes that found significant learning gains by students. The paper concludes with a discussion of the findings and a consideration of CSI more generally for learning important and difficult scientific knowledge and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01