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Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning.

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Title: Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning.
Authors: Wagh, Aditi1 (AUTHOR) awagh@mit.edu, Rosenbaum, Leah F.2 (AUTHOR), Fuhrmann, Tamar2 (AUTHOR), Eloy, Adelmo2 (AUTHOR), Blikstein, Paulo2 (AUTHOR), Wilkerson, Michelle3 (AUTHOR)
Source: Cognition & Instruction. Jan-Jun2025, Vol. 43 Issue 1/2, p1-32. 32p.
Subject Terms: *Science teachers, *Learning goals, *Middle schools, Conceptual models, Scientific models
Abstract: Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool's representational system can support more productive engagement toward target learning goals. However, little research has examined how teachers can make visible the ways students' ideas about a phenomenon can be expressed and explored within a tool's representational system. In this paper, we elaborate on the construct of ontological alignment—that is, identifying and leveraging points of resonance between students' existing ideas and the representational system of a tool. Using interaction analysis, we identify alignment practices adopted by a science teacher and her students in a computational agent-based modeling unit. Specifically, we describe three practices: (1) Elevating student ideas relevant to the tool's representational system; (2) Exploring and testing links between students' conceptual and computational models; and (3) Drawing on evidence resonant with the tool's representational system to differentiate between theories. Finally, we discuss the pedagogical value of ontological alignment as a way to leverage students' ideas in alignment with a tool's representational system and suggest the presented practices as exemplary ways to support students' computational modeling for science learning. [ABSTRACT FROM AUTHOR]
Copyright of Cognition & Instruction 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: Education Research Complete
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PubType: Academic Journal
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  Data: Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning.
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  Data: <searchLink fieldCode="JN" term="%22Cognition+%26+Instruction%22">Cognition & Instruction</searchLink>. Jan-Jun2025, Vol. 43 Issue 1/2, p1-32. 32p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+goals%22">Learning goals</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+models%22">Conceptual models</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+models%22">Scientific models</searchLink>
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  Data: Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool's representational system can support more productive engagement toward target learning goals. However, little research has examined how teachers can make visible the ways students' ideas about a phenomenon can be expressed and explored within a tool's representational system. In this paper, we elaborate on the construct of ontological alignment—that is, identifying and leveraging points of resonance between students' existing ideas and the representational system of a tool. Using interaction analysis, we identify alignment practices adopted by a science teacher and her students in a computational agent-based modeling unit. Specifically, we describe three practices: (1) Elevating student ideas relevant to the tool's representational system; (2) Exploring and testing links between students' conceptual and computational models; and (3) Drawing on evidence resonant with the tool's representational system to differentiate between theories. Finally, we discuss the pedagogical value of ontological alignment as a way to leverage students' ideas in alignment with a tool's representational system and suggest the presented practices as exemplary ways to support students' computational modeling for science learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cognition & Instruction 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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              Text: Jan-Jun2025
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