Learning graphical programming: An evaluation of KidSim™

Gilmore, David J.; Pheasey, Karen; Underwood, Jean; Underwood, Geoffrey

doi:10.1007/978-1-5041-2896-4_24

Cited by 14 publications

(12 citation statements)

References 6 publications

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“…Groups were not only interested in the worlds that they had created themselves, and in showing them to us, but they also showed interest in learning about the worlds created by the other groups of children and about how other groups had achieved various effects. We have described some of the problems of having children write programs elsewhere [9]. Briefly, these problems fall into the categories of repetitive rule-writing, failing to debug the program, rules that are too specific by virtue of having too large a spotlight, and system-specific problems (system speed, system crashes).…”

Section: Discussionmentioning

confidence: 99%

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Collaboration and discourse while programming the KidSim microworld simulation

Underwood

Pheasey

et al. 1996

Computers & Education

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Section: Discussionmentioning

confidence: 99%

“…For some rules ground was important, and for others it did not appear. This task is described in more detail elsewhere [9].…”

Section: Materials and Apparatusmentioning

confidence: 99%

Collaboration and discourse while programming the KidSim microworld simulation

Underwood

Pheasey

et al. 1996

Computers & Education

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“…The range of educational resources and models that have been developed using HyperCard, development of the system, however, is currently 'stalled', despite Michael Swaine's (1999) assessment of it as 'a powerful power-user-Ievel development system with no equal on any other platform, and the reason many people stay with the Mac'. At the same time, Apple's Cocoa modelling environment which was developed from the earlier KidSim system described by Smith et al (1994) and Gilmore et al (1997) is no longer supported by Apple although another software developer is continuing to develop this and other products. Swaine (1994) concludes his discussion of HyperCard with a plea to 'let us have [the long overdue] version 3.0 or let us have the source [code]'.…”

Section: The Influence Of Generic Softwarementioning

confidence: 98%

Developing Models in Science Education

2000

162

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References 363Index 381 PrefaceThis book arises from the collaborative work of a group of international researchers who are members of the Centre for Models in Science and Technology: Research in Education (CMISTRE). Based at The University of Reading in the UK, the Centre has a widely scattered membership, i.e. currently also in Australia, Brazil, Israel, New Zealand, Netherlands.Information about its present work can be accessed via The University of Reading's web pages on http://www.rdg.ac.uk/~ems97pc/MISTRE.Formed in 1995, the first years of the group were spent in formulating a common language with which to talk about models and modelling and in negotiating the boundaries of the areas to be investigated. In this period of time the main themes which are addressed in this book started to be formulated, based on the interests and experiences of the collaborating members. All this was fuelled by academic visits by members to each others, by regular seminars where new papers and ideas were discussed, in conference symposia, both national and international, where these ideas were subjected to a wider audience and, more lately, by publications in journals. In most senses the Centre is typical of a research group in any field: a commitment by a group of academics to enquiry in a theme held in common. It might differ from many in two ways. First, it draws on the insights of a number of established disciplines: philosophy of science, historical studies of the development of science, the sociology and language of science, the psychology of the teaching and learning of science. Second, it has entailed a greater commitment to collaborative ways of working and to a reflection on the contextual nature of the understandings that are forged. Within the Centre, smaller sets of members often collaborate in particular areas of interest and expertise. This has given rise to the three main areas of interest that are reflected in the Sections of this book.Although the common language is presented in detail in Chapter I, it may be helpful to readers if the components of the framework and the agenda are summarised here. A model has been taken to be 'a representation of an idea, object, event, process, or system'. Mental modelling is defined as an activity undertaken by individuals, whether alone or within a group. The results of that activity can be expressed in the public domain through action, speech, writing or other symbolic form. Those expressed models-, as we term them, which gain social acceptance following testing by the community of professional scientists playa central role in the conduct of both research and development, becoming consensus models. Whilst those consensus models which are currently in use at the frontiers of science may be termed scientific vii Vlll Developing Models in Science Educationr models, those produced in specific historical contexts may be called historical models. Curricular models are those versions of consensus models which are included in science curricula. Teaching models are those developed ...

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“…As Putnam (2002) has argued, a community's elders are a valuable resource, with the time, motivation, and wisdom to contribute to many community endeavors. In contrast, school children are energetic, curious, and comfortable with computing technology (Brown & Cole, 1997;Druin, 2002;Mayer et al, 1997;Lewis et al, 1997;Gilmore et al, 1995), but have little experience with community activities. For two years, we have conducted a community outreach project-COMMUNITYSIMS-under the premise that the assets and energies of the young and old can be synergized in a cross-generation learning community where members participate in a complementary fashion.…”

Section: Introductionmentioning

confidence: 99%

Learning and Collaboration across Generations in a Community

Rosson

Carroll

2003

Communities and Technologies

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Abstract. We report on the activities and outcomes of two workshops in which middle school students and senior citizens explored, designed, and constructed visual simulations related to community issues. The workshops are part of a larger project, in which we are studying the effects of community-related programming projects and discussion on residents' computer literacy and community involvement. We describe the interactions among participants of varying age, and the simulations that they designed and built. We also discuss the influence of age on participants' reactions to the workshop activities, and consider what implications these findings have for our goal of building and maintaining a cross-generation learning community.

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Learning graphical programming: An evaluation of KidSim™

Cited by 14 publications

References 6 publications

Collaboration and discourse while programming the KidSim microworld simulation

Collaboration and discourse while programming the KidSim microworld simulation

Developing Models in Science Education

Learning and Collaboration across Generations in a Community

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