southampton, seminar june 2013
DESCRIPTION
Research seminar about drawing-based modeling, given at SouthamptonTRANSCRIPT
Supporting model-based reasoning using drawings and
simulationWouter van JoolingenUniversity of Twente
•Science is both experimental and theoretical.
•For learning science one should DO science
•Science is in the process as much as it is in the product
View on science learning
Number of people in this room
Time from start
People coming in
People going out
Fame of speaker
Quality of presentation
Quality of Weather
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-+-
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Models
Number of people in this room
Time of day
People coming in
People going out
Fame of speaker
Quality of presentation
Quality of Weather
+
-
+-
•Creating a model of a system that is:
• Explicit and external
• A reasoning tool
• Executable
•How does this fit in the learning process of scientific inquiry?
Modeling !?
•Modeling is a scientific activity
• Learn about science and its nature
•Models to make sense of the world
•Modeling is learning activity
•Understanding complex systems
•Understand scientific content
• Facilitate reasoning processes
Why?
Model-based reasoning
(Nersessian, Giere)
•Inquiry and discovery rely on the construction of models
•Visual and analogical modelling
•Mental simulations
•Requires creative and constructive activities
modelling takes many forms
KekuléBuilding structure for BenzeneProblem with the bonds & spatial structureIt came in a dream
Kekule
•Using visual/spatial representations
•With well defined constraints
•Valence
•External properties of benzene
Constructing models
• Adding/changing/removing elements
• Check interactions
• Check internal consistency
• Check correspondence
• Do we still predict what we already could?
• Validation
• Check by new experiments or observation
• Mental simulation
Mental simulation
Mental simulation•Reason through the properties of
the model
•Using time, structures and properties
•Realise implications and limitations of the model
Inquiry and modeling
•Inquiry is model-based
•Experiments are not the only source of evidence
•Construction
•Mental simulation
Drawing-based modelling
Drawing with a plus and with constraintsDrawing model elementsIdentify objectsSpecify behaviourSimulate and revise
Research program
•What information can we extract from drawings?
•Drawing software to model, how does that work?
Understanding drawings
With Wout Kenbeek
How to interpret
Working method•Score
•Objects
•Processes
•Annotations
•Finding patterns
•Factor analysis
•Interpretation
67 drawings on heat and radiation
9th grade students
based on given text
Scores
Result
Interpretation•Patterns?
•Meaning?
•=> Factor Analysis
•http://content.vanjoolingen.nl/drawings/drawings.html
Conclusion
•Making sense of drawings is possible
•Reveals internal models of students
•Caution should be taken
•Drawing as a first step to modeling
Supporting Construction
Draw elements
Identify
Associate
behavior
Supporting mental simulation
•Use animation and computer simulation as augmentation for mental simulation
•Providing support for “untraceable” situations.
Mars retrograde movement
Explain like this or ..
Changing perspective
QuickTime™ en eenH.264-decompressor
zijn vereist om deze afbeelding weer te geven.
Emergence
•Phenomena may become untraceable when there are many objects.
•New phenomena may emerge from the collective interactions
Traffic jams
QuickTime™ en een-decompressor
zijn vereist om deze afbeelding weer te geven.
An experimental study among children in the SimSketch learning environment
with Annika Aukes, & Hannie Gijlers
The Use of a Drawing-based Simulation for Modeling the Solar System
Participants
• 288 participants recruited in Science Center NEMO
• 39 omitted from data analysis
• total of 249 participants
• 128 girls and 121 boys
• 7 to 18 year old children
Method
The Use of a Drawing-based Simulation for Modeling the Solar System 31
• Domain knowledge test
• Pre- and posttest design
• Modeling assignment
• First task: Draw Solar System (Sun, Earth, Moon, one other planet)
• Second task: Draw Solar Eclipse
• Feedback
• Motivational items (Likert scale)
• Software attitude (Semantic differential)
Method
Elements drawnn=235
N Max. score Mean (SD)
Score Total Model 235 14 7.25 (3.317)
Score Solar
System
235 9 5.38 (2.303)
Score Solar Eclipse 235 5 1.87 (1.447)
Results
Total Model:
Differences between 7-9 years (M=6.72) and >12 years (M=8.21)
Differences between 10-11 years (M= 6.93) and >12 years (M=8.21)
Solar Eclipse:
Differences between 7-9 years (M=1.67) and >12 years (M=2.31)
Differences between 10-11 years (M=1.69) and >12 years (M=2.31)
Children >12 years scored better on their solar eclipse and their total model
Results
Pre-post differences
Knowledge acquisition
• Pre- & posttest differed significantly
• The knowledge concerning the solar system was higher in the posttest.
• Greatest differences in 7-9 years and girls
Partial correlation:
• The score of modeling had a moderated correlation with the posttest (r (222) = .286, p = .005) after correction for pretest
Results
•Motivation
•Perceived competence:
• Difference between 7-9 years (M= 3.05) and >12 years (M= 2.71)
•Valuing:
• No significant differences
•Attitude software:
• Generally positive rates (M=3.23)
• For 85% it was the first time working with SimSketch
• For 72% rated SimSketch as a valuable program
Results
• Drawing static elements is easier than displaying dynamic processes
• Older children (>12 years) are better in modeling
• Knowledge acquisition is higher in young children (7-9 years) and girls
• However, ceiling effect in older children
• Model score relates to knowledge acquisition
• Young children have a higher perceived competence
• Tendency that young children have higher valuing
Conclusion & discussion
Overall conclusion•Drawing-based modeling
• Accessible to young kids
• Based on interpretation of drawings
•Work to do!
• Integration
• Extending the tools
• Studies into processes and effects of modelling
Open Questions•How to measure modelling
performance?
•Result and/or process
•Lasting results of modelling with SimSketch?
•E.g. visual reasoning,
•How to integrate inquiry/modelling in the science curriculum?
