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Invented models – relating students' constructions of computational models to their learning gains.

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Title: Invented models – relating students' constructions of computational models to their learning gains.
Authors: Langbeheim, Elon1 (AUTHOR) elonlang@bgu.ac.il, Saba, Janan2 (AUTHOR), Levy, Sharona T.3 (AUTHOR)
Source: Interactive Learning Environments. May2025, Vol. 33 Issue 3, p2654-2669. 16p.
Subjects: Electrical conductors, Computer files, Electric currents, Eighth grade (Education), Doodles
Abstract: Does inventing representations in open-ended computational environments contradict the goal of acquiring canonical scientific knowledge? We analyze the computational models of electric conductors that N = 35 eight-grade students built with a NetLogo-based microworld. Students used the microworld to sketch structures that represent models of electric conductors and then observed the resulting electric current. We use data from classroom discourse, computer log files and questionnaires, to identify different ways through which students used the platform, and how their engagement in construction, explains the variance in their learning gains. We found differences in the number and types of models that students constructed in the microworld: while most students built the models that were intended by the instructors, some added unconventional doodling models, that deviated from the intended structures. We found that students who built more models made larger gains in conceptual knowledge about electric current. However, we also found that students who constructed more unconventional models, produced lower learning gains on items that assessed the particle-level mechanism of electrons in conductors. [ABSTRACT FROM AUTHOR]
Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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PubType: Academic Journal
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  Data: Invented models – relating students' constructions of computational models to their learning gains.
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  Data: <searchLink fieldCode="AR" term="%22Langbeheim%2C+Elon%22">Langbeheim, Elon</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> elonlang@bgu.ac.il</i><br /><searchLink fieldCode="AR" term="%22Saba%2C+Janan%22">Saba, Janan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Levy%2C+Sharona+T%2E%22">Levy, Sharona T.</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Interactive+Learning+Environments%22">Interactive Learning Environments</searchLink>. May2025, Vol. 33 Issue 3, p2654-2669. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Electrical+conductors%22">Electrical conductors</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+files%22">Computer files</searchLink><br /><searchLink fieldCode="DE" term="%22Electric+currents%22">Electric currents</searchLink><br /><searchLink fieldCode="DE" term="%22Eighth+grade+%28Education%29%22">Eighth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Doodles%22">Doodles</searchLink>
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  Label: Abstract
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  Data: Does inventing representations in open-ended computational environments contradict the goal of acquiring canonical scientific knowledge? We analyze the computational models of electric conductors that N = 35 eight-grade students built with a NetLogo-based microworld. Students used the microworld to sketch structures that represent models of electric conductors and then observed the resulting electric current. We use data from classroom discourse, computer log files and questionnaires, to identify different ways through which students used the platform, and how their engagement in construction, explains the variance in their learning gains. We found differences in the number and types of models that students constructed in the microworld: while most students built the models that were intended by the instructors, some added unconventional doodling models, that deviated from the intended structures. We found that students who built more models made larger gains in conceptual knowledge about electric current. However, we also found that students who constructed more unconventional models, produced lower learning gains on items that assessed the particle-level mechanism of electrons in conductors. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/10494820.2024.2414421
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      – Code: eng
        Text: English
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        PageCount: 16
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      – SubjectFull: Electrical conductors
        Type: general
      – SubjectFull: Computer files
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      – SubjectFull: Electric currents
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      – SubjectFull: Eighth grade (Education)
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      – SubjectFull: Doodles
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      – TitleFull: Invented models – relating students' constructions of computational models to their learning gains.
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              M: 05
              Text: May2025
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              Y: 2025
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