以团队为基础的支架式计算建模和模拟项目,促进表征能力和调控技能的提高

IF 5.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Stem Education Pub Date : 2024-07-30 DOI:10.1186/s40594-024-00494-3
Alejandra J. Magana, Joreen Arigye, Abasiafak Udosen, Joseph A. Lyon, Parth Joshi, Elsje Pienaar
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引用次数: 0

摘要

本研究认为,基于团队的支架式计算建模和仿真项目可以支持基于模型的学习,从而获得表征能力和调控技能的证据。这项研究涉及热力学本科二年级课程的 116 名学生,他们分成 24 个小组,参与了三个为期两周的基于团队的计算建模和模拟项目,并对自己的经历进行了反思。结果表明,学生在问题提出和模型规划、计算模型的实施和使用、模型输出的评估和解释以及过程反思等方面参与基于计算模型的学习的程度各不相同。结果报告了学生与计算模型相关的表征能力水平、计算模型底层代码的意义建构、模型生成的图形表征,以及对输出表征的解释和诠释。研究结果还将监管技能描述为与编程技能相关的挑战和策略、与理解科学并将科学与代码和结果联系起来的意义建构技能相关的挑战和策略,以及与过程管理相关的挑战和策略,主要侧重于项目管理技能。对基于计算模型的推理的各个维度进行表征,为展示学生在参与基于团队的计算建模和仿真项目时的学习、收益和挑战提供了启示。这项研究还有助于制定循证支架策略,为本科生参与计算建模与仿真项目提供支持。
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Scaffolded team-based computational modeling and simulation projects for promoting representational competence and regulatory skills
This study posits that scaffolded team-based computational modeling and simulation projects can support model-based learning that can result in evidence of representational competence and regulatory skills. The study involved 116 students from a second-year thermodynamics undergraduate course organized into 24 teams, who worked on three two-week-long team-based computational modeling and simulation projects and reflected upon their experience. Results characterized different levels of engagement with computational model-based learning in the form of problem formulation and model planning, implementation and use of the computational model, evaluation, and interpretation of the outputs of the model, as well as reflection on the process. Results report on students’ levels of representational competence as related to the computational model, meaning-making of the underlying code of the computational model, graphical representations generated by the model, and explanations and interpretations of the output representations. Results also described regulatory skills as challenges and strategies related to programming skills, challenges and strategies related to meaning-making skills for understanding and connecting the science to the code and the results, and challenges and strategies related to process management mainly focused on project management skills. Characterizing dimensions of computational model-based reasoning provides insights that showcase students’ learning, benefits, and challenges when engaging in team-based computational modeling and simulation projects. This study also contributes to evidence-based scaffolding strategies that can support undergraduate students' engagement in the context of computational modeling and simulation.
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来源期刊
International Journal of Stem Education
International Journal of Stem Education Social Sciences-Education
CiteScore
12.40
自引率
11.90%
发文量
68
审稿时长
13 weeks
期刊介绍: The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.
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