Investigating Using Models and Simulations for Learning

数学建模和仿真技术正在改变社会决策和科学探究的本质。这种变化的一个基本特征是从动态反馈系统的角度来看待复杂的、相互关联的问题。今天的学生需要建模、仿真和系统动力学的工作知识，这样他们就可以充分准备成为直接参与解决问题的科学家、工程师和政策制定者。我们建议研究学生如何在Explorer（一个交互式计算机学习环境）的帮助下思考模型和模拟，并看看系统动力学的添加是否能有效地作为一个脚手架，将技能和理解从一个复杂问题转移到另一个不同知识领域。我们相信，将有助于理解复杂性的工具整合到科学课程中，将为一种完全不同的学习方法提供基础。在这个建议中，我们探索与模拟和系统动力学工作的替代方法。本研究有三个组成部分：识别和评估建模特定认知技能的发展；以及学生对模型的性质和功能的理解。识别和评估高阶分析认知技能的发展，以及学生在不同学科领域转移这些技能的能力。o扩充现有的以模式为基础的课程，以促进前两部分的实施。//

The techniques of mathematical modeling and simulation are changing the nature of both social decision making and scientific inquiry. An essential feature of this change involves viewing complex, interconnected problems from a dynamic feedback systems perspective. Today's students need a working knowledge of modeling, simulation, and system dynamics so that they are adequately prepared to become the scientists, engineers, and policy makers involved directly with problem solving. We propose to study how students think about models and simulations with the aid of The Explorer, an interactive computer learning environment, and to see if the addition of system dynamics will work effectively as a scaffolding for the transfer of skills and understandings from one complex problem to another in a different knowledge domain. We believe that integrating tools that aid in understanding complexity into science courses will provide the basis for a radically different approach to learning. In this proposal we explore alternative ways of working with simulations and system dynamics. This research has three components: o Identifying and assessing the development of modeling-specific cognitive skills, and the student's understanding of the nature and function of a model. o Identifying and assessing the development of higher order analytical cognitive skills, and the student's ability to transfer these skills through different subject domains. o Augmenting an existing model-based curriculum to facilitate implementation of the previous two components.//