Alejandra J. Magana, Joreen Arigye, Abasiafak Udosen, Joseph A. Lyon, Parth Joshi, Elsje Pienaar
{"title":"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","authors":"Alejandra J. Magana, Joreen Arigye, Abasiafak Udosen, Joseph A. Lyon, Parth Joshi, Elsje Pienaar","doi":"10.1186/s40594-024-00494-3","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":5.6000,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Scaffolded team-based computational modeling and simulation projects for promoting representational competence and regulatory skills\",\"authors\":\"Alejandra J. Magana, Joreen Arigye, Abasiafak Udosen, Joseph A. Lyon, Parth Joshi, Elsje Pienaar\",\"doi\":\"10.1186/s40594-024-00494-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48581,\"journal\":{\"name\":\"International Journal of Stem Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.6000,\"publicationDate\":\"2024-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Stem Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1186/s40594-024-00494-3\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Stem Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1186/s40594-024-00494-3","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.