Abstract
The CMS approach to scientific modeling in schools expands the scope of computational modeling to include embodied & social modeling. Embodied & social role-playing activities have the students represent entities in a
system by physically moving about the classroom and interacting with other students and objects. This expansion of computational modeling is based on a number of principles: (1) role-playing simulations, which are familiar to
teachers', provide a natural bridge into computational modeling (McSharry & Jones, 2000); (2) enabling students to ground scientific and computational abstractions in their bodies and movement, as described by embodied
learning theory (Lindgren & Johnson-Glenberg, 2013); (3) having students communicate their ideas in social codependent participatory simulations can be a highly effective form of learning (Levy, 2017); (4) providing
students with multiple access points into scientific modeling making modeling more inclusive.
system by physically moving about the classroom and interacting with other students and objects. This expansion of computational modeling is based on a number of principles: (1) role-playing simulations, which are familiar to
teachers', provide a natural bridge into computational modeling (McSharry & Jones, 2000); (2) enabling students to ground scientific and computational abstractions in their bodies and movement, as described by embodied
learning theory (Lindgren & Johnson-Glenberg, 2013); (3) having students communicate their ideas in social codependent participatory simulations can be a highly effective form of learning (Levy, 2017); (4) providing
students with multiple access points into scientific modeling making modeling more inclusive.
| Original language | English |
|---|---|
| State | Published - 2021 |
| Event | Symposium on Expansive Modeling: Broadening the scope of modeling in K-12 education, ISLS Annual Meeting - Duration: 1 Aug 2021 → … |
Conference
| Conference | Symposium on Expansive Modeling |
|---|---|
| Period | 1/08/21 → … |