Balancing Curricular and Pedagogical Needs in Computational Construction Kits: Lessons from the DeltaTick Project.
Balancing Curricular and Pedagogical Needs in Computational Construction Kits: Lessons from the DeltaTick Project.
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平衡计算构建套件中的课程和教学需求：DeltaTick 项目的经验教训。
DOI：
10.1002/sce.21157
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发表时间：
2015
影响因子：
4.3
通讯作者：
U. Wilensky
中科院分区：
文献类型：
--
作者：
Michelle Wilkerson;Aditi Wagh;U. Wilensky
为了成功地将模拟和计算方法整合到K-12 STEM教育中，学习环境的设计应该帮助教育工作者在(a)解决课程内容和实践以及(b)关注学生的知识和兴趣之间保持平衡。我们描述了DeltaTick，一个用于NetLogo建模环境的图形模拟构建界面，旨在通过特定于领域的、可定制的构建库，使计算模型构建成为科学和数学课程活动中更易于访问和响应的一部分。使用DeltaTick，学习者可以组装和重新组装预定义的“行为块”集，以构建代表特定学习领域的模拟。当需要时，可以添加、调整或替换模块，以更好地反映学生的知识、兴趣或问题。我们展示了DeltaTick在初中和高中课堂上的编码分析和小插曲，以说明这些功能如何允许学习者探索核心课程思想，同时也适应学生或课堂的紧急需求。根据这些发现，我们提出了两个原则，即课程示例空间和响应水平，用于设计用于教室的计算建模环境。我们认为这种设计方法可以更好地调整计算建模之间的复杂关系，对应于：Michelle Wilkerson-Jerde；e-mail: Michelle.wilkerson@tufts.edu C©2015 Wiley Periodicals, Inc. 466 WILKERSON-JERDE ET AL. K-12课堂的活动、学生知识、课程和教师支持。C©2015 Wiley期刊公司科学教育（英文版），2015
To successfully integrate simulation and computational methods into K–12 STEM education, learning environments should be designed to help educators maintain balance between (a) addressing curricular content and practices and (b) attending to student knowledge and interests. We describe DeltaTick, a graphical simulation construction interface for the NetLogo modeling environment designed to make computational model construction a more accessible and responsive part of science and mathematics curricular activities through domain-specific, customizable construction libraries. With DeltaTick, learners assemble and reassemble predefined sets of “behavior blocks” to build simulations that represent a particular domain of study. When needed, blocks can be added, adjusted, or replaced to better reflect student knowledge, interests, or questions. We present coding analyses and vignettes from DeltaTick enactments in middle and high school classrooms to illustrate ways these features allowed learners to explore core curricular ideas, while also accommodating emergent student or classroom needs. From these findings, we posit two principles, curricular example space and levels of responsivity, for the design of computational modeling environments intended for classrooms. We argue that this design approach can bring into better alignment the complex relationships between computational modeling Correspondence to: Michelle Wilkerson-Jerde; e-mail: Michelle.wilkerson@tufts.edu C © 2015 Wiley Periodicals, Inc. 466 WILKERSON-JERDE ET AL. activities, student knowledge, curricula, and teacher supports in K–12 classrooms. C © 2015 Wiley Periodicals, Inc. Sci Ed 99:465–499, 2015