Virtual solar system project: Building understanding through model building

Abstract

In this manuscript we describe our introductory astronomy course for undergraduate students in which students use three-dimensional (3-D) modeling tools to model the solar system and, in the process, develop rich understandings of astronomical phenomena. Consistent with our participatory pedagogical framework, it was our intention to establish a context that supported students in carrying out scienti®c inquiry using virtual models they developed. The progression of our thinking and the course curriculum has been grounded in a series of ``design experiments,'' in which we develop entire courses, do research, and cycle what we are learning into the next iteration of the course. In this manuscript, we use ®eld notes, portions of case studies, interview data, artifact analysis, and excerpts from previous manuscripts to situate the reader in the actual happenings of the course. Focusing primarily on the dynamics of the earth ± moon ± sun system, we illustrate the modeling process and how learning evolved in this context. In general, we found that 3-D modeling can be used effectively in regular undergraduate university courses as a tool through which students can develop rich understandings of various astronomical phenomena. Additionally, we found the design experiment approach to be a useful strategy for supporting course design that was both theoretically and empirically grounded.

Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change

“…Hestenes, 1992); (ii) it fosters students' conceptual development (e.g. White, 1993), (iii) it enhances the understanding of abstract concepts through the exploration of concrete, visual structures (Barab, Hay, Barnett, & Keating, 2000) and (iv) it fosters the meta-cognitive abilities necessary to improve learning, such as the ability to express and externalize thinking (Gilbert J.K., 1995;White, 1993). Other research studies stress the potential of modelling in developing epistemic skills (e.g.…”

Percepciones de estudiantes para maestros de educación primaria sobre los modelos analógicos como recurso didáctico

“…Si bien las valoraciones aportadas son en conjunto positivas, no son las mejores, en contra de lo que podría creerse en principio. De hecho, existen numerosos estudios que ponen de manifiesto el importante impacto que suelen tener las TIC en el aprendizaje de estos temas a través de simuladores y modelos virtuales en tres dimensiones (Barab et al, 2000;Kücüközer, 2009;Sun, Lin y Wang, 2009;Schnepsa et al, 2013). Este resultado puede deberse a dos razones.…”

Sparking self-sustained learning: report on a design experiment to build technological fluency and bridge divides

“…By ''design experiment'' we refer to a cyclical process of course development based on theory and empirical research, classroom implementation, research of the impact of the new materials/practices on learning, and revision informed by this research (Brown, 1992). Long-term, university-school partnerships in which new practices, curriculum, and assessment strategies are treated as on-going design problems and approached jointly by researchers and teachers hold major promise for bridging theory-practice gaps (Barab, Hay, Barnett, & Keating, 2000). At the same time, research on school-based curriculum reform suggests the importance of transcending ''hot-house'' issues in local design experiment work (e.g.…”