Integrating Simulation and Modeling with Design and Testing to Promote Deep Concept Learning in Design-Based Learning Environments

基于设计的科学教育学向学生提出了一项设计挑战，要求他们使用有针对性的科学内容来设计和建造工作文物。它是一种特别有效的方法，可以帮助学习者建立事物如何工作的心理模型，理解科学概念，并发展科学推理。这个项目的重点是通过基于设计的练习来确定支持科学概念学习的软件设计原则和教学原则。促进科学学习的两项技术将整合到以设计为基础的学习环境中：模拟和建模软件，以及支持构建解释和预测的软件。本项目的教学重点是中学阶段的力与运动科学。本项目的软件设计研究问题包括：(I)模拟和建模软件在与物理设计活动相结合时应具有的功能，以促进从设计活动中更有效地学习概念；(Ii)在这样的环境中支持解释和预测构建的软件所需的功能；(Iii)整合这两种软件的设计指南；以及(Iv)设计学习者与软件之间的交互以促进易用性、人际联系、教学研究问题包括：(I)将物理世界中的设计和测试与模拟和建模交织在一起；(Ii)将预测和解释与设计和建模交织在一起，从而使学生深入学习有针对性的科学概念，包括使用它们预测和解释现实世界现象的能力。

Design-based science pedagogy presents students with a design challenge that requires them to use targeted science content to design and build a working artifact. It can be an especially effective method to help learners develop mental models of how things work, understand scientific concepts, and develop scientific reasoning. This project focuses on identifying software design principles and instructional principles for supporting science concept learning through design-based exercises. Two technologies for promoting science learning will be integrated into design-based learning environments: simulation and modeling software, and software to support construction of explanations and predictions. The pedagogical focus of this project is the science of force and motion at the middle school level.Software design research issues of this project include understanding (i) the functions simulation and modeling software should have when integrated with physical design activities so as to promote more effective concept learning from design activities, (ii) needed functionality in software that supports explanation and prediction construction in such an environment, (iii) design guidelines for integrating these two kinds of software, and (iv) guidelines for designing interactions between learners and the software to promote easy use, personal connections, and curiosity.Pedagogical research issues include identifying practices for (i) interweaving design and testing in the physical world with simulation and modeling and (ii) interweaving prediction and explanation with designing and modeling, such that students learn targeted science concepts deeply, including the ability to use them for prediction and explanation of real-world phenomena.